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The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder ...
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The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder ...
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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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Additional file 2 of A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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Additional file 2 of A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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Moving towards accurate and early prediction of language delay with network science and machine learning approaches
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In: Sci Rep (2021)
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The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice
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In: J Speech Lang Hear Res (2021)
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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder
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In: J Neurodev Disord (2021)
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2019 ASHA Research Symposium: Laurence B. Leonard, Repeated Retrieval Facilitates Word Learning and Recall in Children With Specific Language Impairment ...
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2019 ASHA Research Symposium: Laurence B. Leonard, Repeated Retrieval Facilitates Word Learning and Recall in Children With Specific Language Impairment ...
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2019 ASHA Research Symposium: Laurence B. Leonard, Repeated Retrieval Facilitates Word Learning and Recall in Children With Specific Language Impairment ...
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The Effects of Frequency and Predictability on Repetition in Children With Developmental Language Disorder
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In: J Speech Lang Hear Res (2020)
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After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder
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In: J Speech Lang Hear Res (2020)
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Abstract:
PURPOSE: Children with developmental language disorder (DLD) often have difficulty with word learning. Recent studies have shown that incorporating retrieval practice provides a significant benefit to this learning. However, we have not yet discovered the best balance between the amount of retrieval and the amount of study (hearing the word in the presence of the referent) that is provided. In this investigation, we compared a word learning procedure using more retrieval and less study with a procedure that used more study and less retrieval. METHOD: Participants were 13 children with DLD and 13 same-age peers with typical language development (TD). Both groups ranged in age from 4 to 6 years. The children learned two sets of novel words, with each set taught in two sessions. During an initial criterion period, the children had the opportunity to retrieve all of the words. Following this period, the words were either retrieved without further study or studied without additional retrieval. Recall and recognition testing immediately followed the second learning session and was repeated 1 week later. Testing assessed the children's retention of both the word forms and their meanings. RESULTS: Better recall both immediately after learning and after 1 week was seen for the more retrieval/less study condition. This was seen for both groups of children for word form recall and for children with DLD for meaning. Group differences were not found. CONCLUSION: This study served as a stringent test of the benefits of retrieval to children's word learning. Continued retrieval after initial retrieval practice appeared to be helpful even when further study was discontinued and when the comparison study condition had also provided retrieval practice in the initial stages. Further refinement of retrieval procedures might lead to the development of useful clinical tools to promote word learning.
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Keyword:
Language
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URL: https://doi.org/10.1044/2020_JSLHR-20-00105 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7872731/ http://www.ncbi.nlm.nih.gov/pubmed/32692599
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Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach
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In: J Speech Lang Hear Res (2019)
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Verb Variability and Overlap: Priming Effects on Children's Morphosyntactic Learning
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In: Theses and Dissertations Available from ProQuest (2017)
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Sensitivity to Morphosyntactic Information in 3-Year-Old Children With Typical Language Development: A Feasibility Study
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CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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