Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading II

Part of paid clinical trials in West Lafayette, Indiana.

Sponsor
Purdue University
Study ID
NCT07048392
Status
Recruiting
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Conditions

  • Developmental Language Disorder and Language Impairment
  • Language Development
  • Specific Language Impairment

Eligibility Criteria

Sex
ALL
Age
48 Months - 71 Months
Healthy Volunteers
Accepted

Interventions

  • Retrieval-based word learning: Repeated Spaced Retrieval condition — BEHAVIORAL
    Each child will learn 8 novel nouns referring to unfamiliar plants and animals ("nepp") and a related "meaning" ("a nepp likes rain") in the context of a story book. Four of the nouns will be will be learned using repeated spaced retrieval. In this condition, they will initially hear the information and be asked to retrieve it. Thereafter, they will be asked to retrieve it after hearing 3 intervening words. After each retrieval attempt, they will hear the target information again. This procedure will occur on two consecutive days.
  • Retrieval-based word learning: Repeated Study condition — BEHAVIORAL
    Each child will learn 8 novel nouns referring to unfamiliar plants and animals ("nepp") and a related "meaning" ("a nepp likes rain") in the context of a story book. Four of the nouns will be will be learned using repeated study trials only (with no retrieval practice). In this condition, they will simply hear the information (word \& meaning) as part of the story. This procedure will occur on two consecutive days.

Study Details

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 children's 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 appearing in the context of a story book by increasing the degree to which the words are integrated into the story line.

Key Dates

Start date
Mar 1, 2025
Status verified
Jul 2025
Primary completion
Jul 31, 2026
Completion
Jul 31, 2026

Study Design

Enrollment
32 participants (estimated)
Allocation
NON_RANDOMIZED
Intervention model
FACTORIAL
Primary purpose
BASIC_SCIENCE

Arms

  • Experimental: Children with Developmental Language Disorder
    These children have a significant delay in language development in the absence of hearing impairment, cognitive delay, autism, or neurological injury/disease.
  • Experimental: Children with typical language development
    Children whose language development is as expected for their age.

Primary Outcome Measure

Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 1 [ Time Frame: 5 minutes after end of first (Day 1) learning period ]

Central Contacts

Locations (1)

FacilityCityStateZIPSite coordinators
Purdue UniversityWest LafayetteIndiana47907
Patricia L. Deevy, PhD
[email protected]
765-496-1821
Laurence B. Leonard, PhD
[email protected]
765-496-2253

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Purdue University· West Lafayette, IN

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