Ignite Creation Date:
2024-05-06 @ 7:29 PM
Last Modification Date:
2024-10-26 @ 3:07 PM
Study NCT ID:
NCT06026124
Status:
RECRUITING
Last Update Posted:
2024-04-02
First Post:
2023-08-11
Brief Title:
Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading
Sponsor:
Purdue University
Organization:
Purdue University
Study Overview
Official Title:
Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading
Status:
RECRUITING
Status Verified Date:
2024-04
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
Children with developmental language disorder DLD also referred to as specific language impairment experience a significant deficit in language ability that is longstanding and harmful to the childrens academic social and eventual economic well-being Word learning is one of the principal weaknesses in these children This project focuses on the word learning abilities of four- and five-year-old children with DLD The goal of the project is to build on the investigators previous work to determine whether as has been found thus far special benefits accrue when these children must frequently recall newly introduced words during the course of learning In this study the investigators seek to replicate the advantage that repeated retrieval holds over simple exposure to the words and to demonstrate an increase in childrens absolute levels of learning by implementing retrieval practice in the context of a story book
Detailed Description:
Developmental Language Disorder DLD affects language learning in an estimated 7 of children Although much of the research literature has emphasized difficulties learning grammar children with DLD also have major deficits in vocabulary In recent work the investigators have been examining the benefit of retrieval practice to enhance word learning and retention in preschoolers with DLD The rationale behind this work is grounded in the growing literature in the field of cognitive psychology which shows that repeated practice in retrieving information results in greater long-term retention than continuous study of that information without opportunities for retrieval In addition retrieval practice that occurs after a delay-or spacing between study of a word and subsequent recall attempts-can lead to stronger effects
The investigators have explored the benefits of retrieval practice for preschoolers with DLD and with typical language development TD showing that recall and retention for novel words nouns adjectives verbs were greater when learned using repeated spaced retrieval RSR than when learned using repeated study only Despite benefitting from RSR children with DLD still showed lower levels of recall than children with TD
In the current study the investigators aim to increase accuracy levels by embedding the same words and retrieval schedules used in earlier studies into story contexts Artist-illustrated stories incorporate illustrations of the unfamiliar plants and animals that served as referents of novel nouns in an earlier study Sixteen children with DLD will be recruited for this study along with 16 children with TD matched on chronological age Using a within-subjects design children will learn eight novel nouns four embedded in each story Along with each word form children will learn a meaning that is an additional piece of semantic information about the referent
For words in the RSR condition each novel word and meaning paired with its referent will be presented as part of the story Immediately after hearing it children will be asked to recall both form and meaning and then will hear those repeated All subsequent retrieval trials will occur after three other words have intervened since the last time the word appeared in a study trial Novel words assigned to the comparison condition will simply be heard paired with their referent during the story at the same frequency as words in the RSR condition Children will not be asked to recall the words in the comparison condition during the learning period Stories will be presented twice on each of the learning days As written the stories are a reasonable length and pace but by repeating the story children will hear the words the same number of times overall as in the investigators previous studies allowing evaluation of the benefits of the story format Recall of the word forms and meanings will be tested after the story book reading on the second day and one week later One week later the recall test will be re-administered and children will complete a three-alternative recognition test
The investigators hypothesize that children will show greater recall for word forms in the RSR condition than those in the repeated study condition past studies have not consistently shown an advantage for recall of meaning or for recognition It is also expected that children with TD will remember more words overall than children with DLD To the degree that the story format is more engaging for children overall recall will be enhanced for both groups Assuming that the results are replicated it is hoped that the childrens book reading format will prove amenable for use by teachers and speech-language pathologists who work with children with DLD
The investigators have explored the benefits of retrieval practice for preschoolers with DLD and with typical language development TD showing that recall and retention for novel words nouns adjectives verbs were greater when learned using repeated spaced retrieval RSR than when learned using repeated study only Despite benefitting from RSR children with DLD still showed lower levels of recall than children with TD
In the current study the investigators aim to increase accuracy levels by embedding the same words and retrieval schedules used in earlier studies into story contexts Artist-illustrated stories incorporate illustrations of the unfamiliar plants and animals that served as referents of novel nouns in an earlier study Sixteen children with DLD will be recruited for this study along with 16 children with TD matched on chronological age Using a within-subjects design children will learn eight novel nouns four embedded in each story Along with each word form children will learn a meaning that is an additional piece of semantic information about the referent
For words in the RSR condition each novel word and meaning paired with its referent will be presented as part of the story Immediately after hearing it children will be asked to recall both form and meaning and then will hear those repeated All subsequent retrieval trials will occur after three other words have intervened since the last time the word appeared in a study trial Novel words assigned to the comparison condition will simply be heard paired with their referent during the story at the same frequency as words in the RSR condition Children will not be asked to recall the words in the comparison condition during the learning period Stories will be presented twice on each of the learning days As written the stories are a reasonable length and pace but by repeating the story children will hear the words the same number of times overall as in the investigators previous studies allowing evaluation of the benefits of the story format Recall of the word forms and meanings will be tested after the story book reading on the second day and one week later One week later the recall test will be re-administered and children will complete a three-alternative recognition test
The investigators hypothesize that children will show greater recall for word forms in the RSR condition than those in the repeated study condition past studies have not consistently shown an advantage for recall of meaning or for recognition It is also expected that children with TD will remember more words overall than children with DLD To the degree that the story format is more engaging for children overall recall will be enhanced for both groups Assuming that the results are replicated it is hoped that the childrens book reading format will prove amenable for use by teachers and speech-language pathologists who work with children with DLD
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None
Secondary IDs
| Secondary ID | Type | Domain | Link |
|---|---|---|---|
| R01DC014708 | NIH | None | httpsreporternihgovquickSearchR01DC014708 |