Contextual Word Learning in Children With Developmental Language Disorder

What this Trial Is About

Researchers are studying how children with developmental language disorder (DLD) learn new words in context, especially while reading. This study aims to combine two strategies that improve contextual word learning in typically developing children to see how well they work for children with DLD. Understanding this can help improve vocabulary growth and support better academic and social outcomes for affected children. The study involves a behavioral intervention called the Contextual Word Learning Intervention, which includes metalinguistic training focused on semantic inferencing and exposure to texts with varying semantic diversity. Participants will take part in three weekly sessions where they engage in repeated meaning generation, explanations, and receive feedback. Words are presented in different contexts ranging from no diversity to high diversity to test how context affects learning. Children participating will be assessed before and after the intervention on their ability to infer meanings and retain new word semantics. The main outcome measure is the Measure of Semantic Knowledge, administered one week after sessions. The study includes children aged 7 to 11, both typically developing and those with DLD, with monitoring of any hearing or vision impairments. The results will guide future trials and improve practices for supporting vocabulary learning in children.

Contextual Word Learning in Children With Developmental Language Disorder