Word Learning in Children with Developmental Language Disorder
This study is looking at how children with Developmental Language Disorder (DLD), also called Specific Language Impairment, learn new words. Children with DLD often have trouble learning words, which can affect their school, social life, and future. This study will have children learn 8 new words (like names for plants and animals) from a storybook. Half of these words will be learned using "repeated spaced retrieval," where children practice recalling the words often. The other half will be learned using "repeated study," where they just review the words without recall practice. Researchers want to see if frequent recall helps children with DLD remember new words better. We will measure how accurately children recall these words right after learning, the next day, and one week later. This study is for children aged 48 to 71 months who have a significant language deficit, normal hearing, no neurological issues, and average nonverbal intelligence. The study is currently unclear about its recruitment status and plans to enroll 32 children.
- Study design
- This is an interventional study that plans to enroll 32 participants. It compares two behavioral interventions: repeated spaced retrieval and repeated study.
- What's involved
- Participants will learn new words from a storybook over two days. Their ability to recall these words will be tested right after learning, the next day, and one week later.
- Compensation
- Not stated in the trial record.
- Follow-up
- Participants will be followed for one week after the learning period to assess word recall accuracy.
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Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading II
At a glance
Conditions
NCT07048392
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, Indianastudy coordinator listed
Recruiting
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
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Inclusion
Exclusion
What this trial measures
- Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 15 minutes after end of first (Day 1) learning period
Child is asked to recall and say the word associated with each novel referent.
- Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 25 minutes after end of first (Day 2) learning period
Child is asked to recall and say the word associated with each novel referent.
- Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, One weekOne week after end of learning period
Child is asked to recall and say the word associated with each novel referent.
- Word Meaning Recall Accuracy (number of semantic associations correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 15 minutes after end of first (Day 1) learning period
Child is asked to recall and say semantic information associated with the novel referent.
- Word Meaning Recall Accuracy (number of semantic associations correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 25 minutes after end of first (Day 2) learning period
Child is asked to recall and say semantic information associated with the novel referent.
- Word Meaning Recall Accuracy (number of semantic associations correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, one weekOne week after end of learning period
Child is asked to recall and say semantic information associated with the novel referent.
- Word recognition (number of words accurately identified) in repeated spaced retrieval and repeated study conditions.One 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.