Retrieval practice can help children with DLD to learn new words
- Michelle St Clair
- 31 minutes ago
- 2 min read
Citation
Souto, S., Leonard, L. B., Deevy, P., Christ, S. L., Karpicke, J. D., & Schroeder, M. L. (2025). Word Learning in Children With Developmental Language Disorder: The Use of Retrieval Practice During Shared Book Reading. Journal of Speech, Language, and Hearing Research, 1-17.
Key terms that are in the paper
Retrieval practice - learning information, then immediately trying to recall it from memory throughout learning, not just at the end.
Repeated spaced retrieval - a specific type of retrieval practice. trying to recall a word multiple times throughout learning, with other words in between each try.
Repeated study - learning a new word by reviewing it multiple times without trying to recall it.
Aim of the paper
This paper looked at retrieval practice in a real-life setting.
It tested whether using repeated spaced retrieval practice during shared book reading helps children with DLD learn new words better.
Book sharing is especially helpful for children with DLD, because it helps them learn both words and grammar.
What was found
Repeated spaced retrieval was more effective than repeated study for both the recall of the new words and their meanings, 5 minutes after learning and 1 week later.
This was true for both children with DLD and typically-developing (TD) children, although TD children recalled and recognised more new words.
Children with DLD could successfully add ‘-s’ to newly learned nouns when the context requires a plural form.
What does this mean?
This study shows that retrieval practice in shared book reading can be helpful for children with DLD.
Parents, teachers, and speech therapists can incorporate retrieval practice into story time to support word learning.
Where can I read this paper?
You can read the whole paper for free by following this link:
YouTube summary: https://youtu.be/3pS1fNW9XE8
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