Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder

Autor/inn/en	Levlin, Maria; Wiklund-Hörnqvist, Carola; Sandgren, Olof; Karlsson, Sara; Jonsson, Bert
Titel	Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 2, S.542-560 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levlin, Maria) ORCID (Wiklund-Hörnqvist, Carola) ORCID (Sandgren, Olof) ORCID (Jonsson, Bert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Developmental Disabilities; Language Impairments; Active Learning; Instructional Effectiveness; Vocabulary Development; Secondary School Students; Achievement Gains; Grade 7; Grade 8; Grade 9; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Aktives Lernen; Unterrichtserfolg; Wortschatzarbeit; Sekundarschüler; Achievement gain; Leistungssteigerung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Schweden
Abstract	Purpose: Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school. Method: A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D) LD (M[subscript age] = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1-2 weeks prior, with posttest performance 1 week after each instructional condition. Results: The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words. Conclusions: All participants showed positive learning gains following RP, whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to-be-learned material (Tier 2 words). (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01