Understanding Language Learning in Children with Developmental Language Disorder
This study is looking at how memory and attention affect how children, both with and without Developmental Language Disorder (DLD), learn new words. Researchers will use 'Supportive learning' and 'Cascades' interventions, which involve changing how words are presented to children, to see what helps them learn best. The main goals are to measure how accurately children can repeat syllables on Day 1 and understand words on Day 2. This study aims to enroll 120 children, aged 5 to 10 years, who either have DLD or typical language development. You cannot join if you haven't been exposed to English since birth or have other conditions like intellectual disability or hearing loss.
- Study design
- This interventional study plans to enroll 120 participants, including children with Developmental Language Disorder and healthy children with typical language development.
- What's involved
- Not specified in the trial record.
- Compensation
- Not stated in the trial record.
- Follow-up
- The primary endpoints are measured on Day 1 and Day 2, suggesting a short follow-up period.
AI-generated from the public study record. Only the study team can confirm whether you're eligible — confirm details with them before making decisions.
The Short-term Verbal Memory Endophenotype for Developmental Language Disorder Language Disorder
At a glance
Conditions
Where it's being run
1 sites across 1 statesStudy leadership
- Karla McGregor, Ph.D. · PRINCIPAL_INVESTIGATOR · Boystown National Research Hospital
Who to contact
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Do you actually qualify for this trial?
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Inclusion
Exclusion
What this trial measures
- Accuracy of Syllable RepetitionDay 1
Number of syllables pronounced correctly.
- Accuracy of Word ComprehensionDay 2
Number of correct answers on a 4-alternative-forced-choice word comprehension probe.