Adaptive Versus Standard Retrieval Practice to Improve Word Learning in Children With Developmental Language Disorder

What this Trial Is About

Researchers are studying children aged four and five who have developmental language disorder DLD, a condition that causes lasting difficulties with language that can affect academic and social success. This study aims to compare two ways of helping these children learn new words a standard method where words are recalled at fixed intervals, and an adaptive method where recall practice is adjusted based on the childs current knowledge. The goal is to see if the adaptive method improves word learning and retention more than the standard approach. The study involves teaching children eight new verbs over two days, split into two groups of four words each. One group uses the standard repeated spaced retrieval schedule, where recall happens after three other words are introduced, while the other uses an adaptive schedule that adds extra recall trials if the child struggles to remember a word. Children will hear a word paired with a picture, try to recall it, and then hear it again multiple times during learning sessions. The adaptive schedule adjusts retrieval practice to help improve initial word encoding and recall. Participants will be tested on their ability to recall word forms and meanings five minutes after learning and again one week later. A picture-pointing recognition task will also be completed after the one-week test. The study measures include the number of words and meanings correctly recalled and recognized. Children with developmental language disorder and matched children with typical language development will take part. The study includes assessments of vocabulary and maternal education levels and will continue until the end of 2025.

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