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Word Learning in Children with Developmental Language Disorder: The Use of Retrieval Practice during Shared Book Reading

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Title: Word Learning in Children with Developmental Language Disorder: The Use of Retrieval Practice during Shared Book Reading
Language: English
Authors: Sofia Souto, Laurence B. Leonard (ORCID 0000-0002-9189-4438), Patricia Deevy, Sharon L. Christ, Jeffrey D. Karpicke, Mariel L. Schroeder
Source: Journal of Speech, Language, and Hearing Research. 2025 68(7):3305-3321.
Availability: 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
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
Contract Number: R01DC014708
Document Type: Journal Articles
Reports - Research
Descriptors: Developmental Disabilities, Language Impairments, Vocabulary, Reading, Novelty (Stimulus Dimension), Young Children, Nouns, Recall (Psychology), Word Recognition
DOI: 10.1044/2025_JSLHR-24-00809
ISSN: 1092-4388
1558-9102
Abstract: Purpose: Children with developmental language disorder (DLD) benefit from the inclusion of retrieval practice during word learning. However, most studies reporting this positive effect have been conducted in controlled laboratory conditions. In this study, we take a step toward real-world application by matching the design details of a previous laboratory study and inserting them in a shared book reading activity. Method: Thirteen children with DLD (M[subscript age] = 59.13 months) and 14 children with typical language development (TD; M[subscript age] = 57.07 months) learned eight novel words presented in two illustrated children's books. Half of the novel words appeared in a repeated spaced retrieval (RSR) condition, and half appeared in a repeated study (RS) condition. The children learned both the novel word forms (e.g., /bog/) and their arbitrarily assigned "meanings" (e.g., "likes rain") in two learning sessions. Five minutes after the second learning session and 1 week later, the children's ability to learn the novel words was assessed. Results: Both groups of children showed better recall of the novel words in the RSR condition than in the RS condition. This was true for both the novel word forms and their meanings. Scores on a recognition test did not show a difference between the two conditions. The children with TD performed at a higher level than the children with DLD on the word form recall and recognition tests. Both groups showed only a slight decline in word form recall after 1 week. There were no interactions. Conclusions: The results indicate that incorporation of retrieval practice into shared book reading activities can produce benefits to children's word learning. These findings should encourage future retrieval practice studies with ever closer approximations to the everyday shared book reading experiences of children.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477673
Database: ERIC
FullText Links:
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  Data: Word Learning in Children with Developmental Language Disorder: The Use of Retrieval Practice during Shared Book Reading
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sofia+Souto%22">Sofia Souto</searchLink><br /><searchLink fieldCode="AR" term="%22Laurence+B%2E+Leonard%22">Laurence B. Leonard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9189-4438">0000-0002-9189-4438</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patricia+Deevy%22">Patricia Deevy</searchLink><br /><searchLink fieldCode="AR" term="%22Sharon+L%2E+Christ%22">Sharon L. Christ</searchLink><br /><searchLink fieldCode="AR" term="%22Jeffrey+D%2E+Karpicke%22">Jeffrey D. Karpicke</searchLink><br /><searchLink fieldCode="AR" term="%22Mariel+L%2E+Schroeder%22">Mariel L. Schroeder</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2025 68(7):3305-3321.
– Name: Avail
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  Data: 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
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  Data: Y
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  Data: 17
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  Label: Publication Date
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  Data: 2025
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  Data: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
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  Data: R01DC014708
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  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Novelty+%28Stimulus+Dimension%29%22">Novelty (Stimulus Dimension)</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Nouns%22">Nouns</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2025_JSLHR-24-00809
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Children with developmental language disorder (DLD) benefit from the inclusion of retrieval practice during word learning. However, most studies reporting this positive effect have been conducted in controlled laboratory conditions. In this study, we take a step toward real-world application by matching the design details of a previous laboratory study and inserting them in a shared book reading activity. Method: Thirteen children with DLD (M[subscript age] = 59.13 months) and 14 children with typical language development (TD; M[subscript age] = 57.07 months) learned eight novel words presented in two illustrated children's books. Half of the novel words appeared in a repeated spaced retrieval (RSR) condition, and half appeared in a repeated study (RS) condition. The children learned both the novel word forms (e.g., /bog/) and their arbitrarily assigned "meanings" (e.g., "likes rain") in two learning sessions. Five minutes after the second learning session and 1 week later, the children's ability to learn the novel words was assessed. Results: Both groups of children showed better recall of the novel words in the RSR condition than in the RS condition. This was true for both the novel word forms and their meanings. Scores on a recognition test did not show a difference between the two conditions. The children with TD performed at a higher level than the children with DLD on the word form recall and recognition tests. Both groups showed only a slight decline in word form recall after 1 week. There were no interactions. Conclusions: The results indicate that incorporation of retrieval practice into shared book reading activities can produce benefits to children's word learning. These findings should encourage future retrieval practice studies with ever closer approximations to the everyday shared book reading experiences of children.
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  Data: 2025
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  Data: EJ1477673
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_JSLHR-24-00809
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 3305
    Subjects:
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Novelty (Stimulus Dimension)
        Type: general
      – SubjectFull: Young Children
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      – SubjectFull: Nouns
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Word Recognition
        Type: general
    Titles:
      – TitleFull: Word Learning in Children with Developmental Language Disorder: The Use of Retrieval Practice during Shared Book Reading
        Type: main
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            NameFull: Sofia Souto
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            NameFull: Laurence B. Leonard
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