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Word Learning Study for Children with Developmental Language Disorder

This study is looking at how children aged 4 to 5 years old with Developmental Language Disorder (DLD), also called Specific Language Impairment, learn new words. Researchers want to see if practicing new words by frequently recalling them helps these children learn and remember them better. The study compares two ways of practicing: a standard retrieval schedule and an adaptive retrieval schedule. Success will be measured by how accurately children can recall new words and their meanings shortly after learning and again one week later. This study aims to help improve word learning for children with DLD.

Study design
This interventional study plans to enroll 32 participants. It compares two different behavioral interventions: a standard retrieval practice schedule and an adaptive retrieval practice schedule.
What's involved
Novel nouns and their meanings are practiced on two consecutive days. During each session, you would participate in retrieval trials immediately after hearing a word and its meaning, followed by spaced retrieval trials.
Compensation
Not stated in the trial record.
Follow-up
Participants will be assessed at 5 minutes and 1 week after the end of the learning 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.

NCT06995014

Retrieval-based Word Learning in Developmental Language Disorder: Adaptive Retrieval Schedule

Terminated
NAAges 48–71InterventionalBasic science
Purdue University
~7 participants
Updated 2026-09-02 on ClinicalTrials.gov
What's tested:Retrieval-based word learning: Standard retrieval practice scheduleRetrieval-based word learning: Adaptive retrieval practice schedule

At a glance

Recruiting sites
0 of 1 listed site is recruiting right now
RecruitingSuspended, closed, or not yet open
What they're measuring
Word Form Recall Accuracy (Number of Words Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 5 Mins
Measured over 5 minutes after end of learning period
+4 more outcomes measured

Conditions

Developmental Language Disorder
Specific Language Impairment
Language Development

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Developmental language disorder

NCT06995014

Where you'd take part

This study runs at 1 site. They're the same protocol — you choose where, and that choice sets who your contact draft is addressed to.

  • Purdue University

    West Lafayette, Indianano site contact published

Sites open and close at different times, so the status above is per site — it can differ from the study's overall status.

Study leadership

  • Laurence B Leonard, PhD · PRINCIPAL_INVESTIGATOR · Purdue University

Who to contact

This trial hasn't published a contact. View it on ClinicalTrials.gov

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Eligibility criteria

Inclusion

a significant deficit in language ability (language test score below cutoff for best sensitivity/specificity) or documented age-appropriate language ability.
normal hearing.
no evidence of neurological damage or disease.
scores on tests of nonverbal intelligence above the intellectual disability range
not within Autistic range on Autism screening test
native English speaker (can be bilingual)

Exclusion

failed hearing screening
known neurological damage or disease
scores on tests of nonverbal intelligence below the intellectual disability range (standard score less than 75)
autism spectrum disorder
non-native English speaker

What this trial measures

  • Word Form Recall Accuracy (Number of Words Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 5 Mins5 minutes after end of learning period

    5 minutes after second learning session, child is asked to recall and say the word associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  • Word Form Recall Accuracy (Number of Words Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 1 Week1 week after end of learning period

    1 week after second learning session, child is asked to recall and say the word associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  • Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 5 Mins5 minutes after end of learning period

    5 minutes after second learning session, child is asked to recall and say the semantic information associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  • Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 1 Week1 week after end of learning period

    1 week after second learning session, child is asked to recall and say the semantic information associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  • Word Recognition (Number of Words Accurately Identified) on on Adaptive and Standard Retrieval Schedules1 week after end of learning period

    Upon hearing a novel word, the child is asked to indicate (by pointing) which picture among 4 options is referred to; for words learned on the adaptive condition and for words learned on the standard condition.