Souto Sofia, Leonard Laurence B, Deevy Patricia, Christ Sharon L, Karpicke Jeffrey D, Schroeder Mariel L
Department of Speech, Language, and Hearing Sciences, Butler University, Indianapolis, IN.
Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN.
J Speech Lang Hear Res. 2025 Jul 8;68(7):3305-3321. doi: 10.1044/2025_JSLHR-24-00809. Epub 2025 Jun 16.
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.
Thirteen children with DLD ( = 59.13 months) and 14 children with typical language development (TD; = 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.
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.
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.
发育性语言障碍（DLD）儿童在单词学习过程中受益于纳入检索练习。然而，大多数报告这种积极效果的研究都是在受控的实验室条件下进行的。在本研究中，我们朝着实际应用迈出了一步，通过匹配先前实验室研究的设计细节并将其插入到共享绘本阅读活动中。
13名发育性语言障碍儿童（平均年龄=59.13个月）和14名语言发育正常（TD；平均年龄=57.07个月）的儿童学习了两本配有插图的儿童书籍中呈现的8个新单词。一半的新单词出现在重复间隔检索（RSR）条件下，另一半出现在重复学习（RS）条件下。孩子们在两个学习环节中学习了新单词的形式（例如，/bog/）及其任意分配的“含义”（例如，“喜欢下雨”）。在第二个学习环节结束五分钟后和1周后，评估孩子们学习新单词的能力。
两组儿童在RSR条件下对新单词的回忆都比在RS条件下更好。新单词的形式及其含义都是如此。识别测试的分数在两种条件下没有差异。在单词形式回忆和识别测试中，语言发育正常的儿童表现高于发育性语言障碍儿童。两组在1周后单词形式回忆方面仅略有下降。没有交互作用。
结果表明，将检索练习纳入共享绘本阅读活动可以对儿童的单词学习产生益处。这些发现应鼓励未来进行更接近儿童日常共享绘本阅读体验的检索练习研究。
