Improving word learning for young children with developmental language disorder
Retrieval-Based Word Learning in Developmental Language Disorder
['FUNDING_R01'] · PURDUE UNIVERSITY · NIH-11162494
This work tests whether asking four- and five-year-old children with developmental language disorder to frequently recall new words, including through storybooks and sentence practice, helps them learn and remember vocabulary better than other ways of teaching.
Quick facts
| Phase | ['FUNDING_R01'] |
|---|---|
| Study type | Nih_funding |
| Sex | All |
| Sponsor | PURDUE UNIVERSITY (nih funded) |
| Locations | 1 site (WEST LAFAYETTE, UNITED STATES) |
| Trial ID | NIH-11162494 on ClinicalTrials.gov |
What this research studies
You would take part in activities where new words are introduced and children are prompted to retrieve them often during learning. Some activities use an illustrated storybook format to keep kids engaged, and others put new words into sentences from the start. The researchers will compare repeated recall practice to other teaching methods to see which leads to higher learning and longer retention. They will also look at whether these approaches reduce the gap in word learning between children with DLD and typically developing peers.
Who could benefit from this research
Good fit: Ideal candidates are four- and five-year-old children diagnosed with developmental language disorder (also known as specific language impairment) who can participate in word-learning tasks.
Not a fit: Children outside the 4–5 year age range or whose language issues are primarily due to hearing loss, autism, intellectual disability, or other known medical conditions may not receive direct benefit from these specific word-learning procedures.
Why it matters
Potential benefit: If successful, the methods could help preschool children with DLD learn and retain more vocabulary, which can support communication and school readiness.
How similar studies have performed: Prior work, including the team's earlier studies, has shown that repeated retrieval can boost word learning, though adapting this approach to storybooks and sentence-level teaching is newer.
Where this research is happening
WEST LAFAYETTE, UNITED STATES
- PURDUE UNIVERSITY — WEST LAFAYETTE, UNITED STATES (ACTIVE)
Researchers
- Principal investigator: LEONARD, LAURENCE BAKER — PURDUE UNIVERSITY
- Study coordinator: LEONARD, LAURENCE BAKER
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page below.
Conditions: Developmental Disorder Speech or Language, Developmental Language Disorders