de Diego-Lázaro Beatriz
Department of Educational Psychology, Universidad de Valladolid, Segovia, Spain.
Department of Cognition, Development, and Educational Psychology, University of Barcelona, Barcelona, Spain.
Int J Speech Lang Pathol. 2024 Sep 1:1-14. doi: 10.1080/17549507.2024.2381465.
Many children who are deaf and hard of hearing (DHH) show poorer auditory word-learning skills than children with typical hearing (TH). The goal of this study was to test the effect of retrieval practice on word learning in children who are hard of hearing (HH).
Twenty-six TH children and 16 children who are HH completed a speech perception and a vocabulary test, and a rapid word-learning game to learn new words under no retrieval, immediate retrieval, and spaced retrieval conditions.
Linear mixed-effect models revealed that learning condition and time predicted 48% of the variance in word recognition, and age predicted 15% of word recall variance. We observed no differences in word recognition and recall between TH children and children who are HH. Children learned and remembered more words in the immediate and spaced retrieval practice conditions than in the no retrieval condition.
Retrieval practice is more effective for word learning and retention than passive exposure (no retrieval). Clinical and educational practices for children who are DHH could combine explicit instruction using targeted exposures and retrieval of new words with naturalistic approaches. Future studies should assess retrieval practice in real-life interventions to inform clinical and educational practices.
许多失聪和听力障碍（DHH）儿童的听觉单词学习技能比听力正常（TH）儿童差。本研究的目的是测试检索练习对听力障碍（HH）儿童单词学习的影响。
26名TH儿童和16名HH儿童完成了一项言语感知和词汇测试，以及一个快速单词学习游戏，以在无检索、即时检索和间隔检索条件下学习新单词。
线性混合效应模型显示，学习条件和时间预测了单词识别中48%的方差，年龄预测了单词回忆方差的15%。我们观察到TH儿童和HH儿童在单词识别和回忆方面没有差异。与无检索条件相比，儿童在即时和间隔检索练习条件下学习和记住的单词更多。
检索练习在单词学习和记忆方面比被动接触（无检索）更有效。针对DHH儿童的临床和教育实践可以将使用有针对性的接触和检索新单词的明确教学与自然主义方法相结合。未来的研究应该评估现实生活干预中的检索练习，以为临床和教育实践提供信息。
