Can Retrieval Practice Facilitate Verb Learning in Children with Developmental Language Disorder and Their Peers with Typical Language Development?

Autor/inn/en	Leonard, Laurence B.; Deevy, Patricia; Horvath, Sabrina; Christ, Sharon L.; Karpicke, Jeffrey; Kueser, Justin B.
Titel	Can Retrieval Practice Facilitate Verb Learning in Children with Developmental Language Disorder and Their Peers with Typical Language Development?
Quelle	In: Journal of Speech, Language, and Hearing Research, 66 (2023) 4, S.1309-1333 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonard, Laurence B.) ORCID (Kueser, Justin B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Language Impairments; Developmental Delays; Verbs; Language Acquisition; Young Children; Novelty (Stimulus Dimension); Video Technology; Recall (Psychology); Teaching Methods; Individual Characteristics; Repetition; Program Effectiveness; Indiana; Kaufman Assessment Battery for Children; Childhood Autism Rating Scale; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Sprachaneignung; Spracherwerb; Frühe Kindheit; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Wiederholung
Abstract	Purpose: Children with developmental language disorder (DLD) have well-documented verb learning difficulties. In this study, we asked whether the inclusion of retrieval practice during the learning period would facilitate these children's verb learning relative to a similar procedure that provided no retrieval opportunities. Method: Eleven children with DLD (M[subscript age] = 60.09 months) and 12 children with typical language development (TD; M[subscript age] = 59.92 months) learned four novel verbs in a repeated spaced retrieval (RSR) condition and four novel verbs in a repeated study (RS) condition. The words in the two conditions were heard an equal number of times, in the context of video-recorded actors performing novel actions. Results: Recall testing immediately after the learning period and 1 week later revealed greater recall for novel verbs in the RSR condition than for novel verbs in the RS condition. This was true for both groups, and for immediate as well as 1-week testing. The RSR advantage remained when children had to recall the novel verbs while watching new actors perform the novel actions. However, when tested in contexts requiring the children to inflect the novel verbs with "--ing" for the first time, the children with DLD were much less likely to do so than their peers with TD. Even words in the RSR condition were only inconsistently inflected. Conclusions: Retrieval practice provides benefits to verb learning--an important finding given the challenges that verbs present to children with DLD. However, these benefits do not appear to automatically translate to the process of adding inflections to newly learned verbs but rather appear to be limited to the operations of learning the verbs' phonetic forms and mapping these forms onto associated actions. (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: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01