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 SRCLD Presentation Details 

    After Initial Retrieval Practice, More Retrieval Produces Better Retention than More Study in the Word Learning of Children with DLD  
Laurence Leonard - Purdue University
Patricia Deevy - Purdue University
Jeffrey Karpicke - Purdue University
Sharon Christ - Purdue University
Justin Kueser - Purdue University
Christine Weber - Purdue University

SRCLD Year: 2020
Presentation Type: Poster Presentation
Poster Number: PS2F11
Presentation Time: Fri, Jun 7, 2019 from 3:30p-5:00p
Abstract View Full Summary
Recent studies of children with developmental language disorder (DLD) indicate that their word retention is significantly aided by having frequent opportunities to retrieve the words during the learning period. In this study we put the presumed benefits of repeated retrieval to a stringent test. We compared children’s retention of words in a condition in which there was more retrieval but less study with a condition that provided more study and less retrieval. Participants were 13 children with DLD, ages 4-5 years, and 13 age-matched children with typical language development (TD). The children learned six novel words and were tested immediately after the learning period and one week later. Results showed higher recall test scores for words learned in the more retrieval/less study condition than those learned in the more study/less retrieval condition. Retention from immediate testing to one week later was very good. Differences between the DLD and TD groups were not seen when covariates were included. The findings support further study of how retrieval practice might be incorporated into word learning activities for children. Supported by NIDCD grant R01DC014708.
Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders