Predictors of Word Learning With and Without Retrieval Practice in Children With Developmental Language Disorder

Purpose: Both children with developmental language disorder (DLD) and their peers with typical language development (TD) vary in their response to word learning activities, even when a consistent procedure is used. In this study, we examine child factors that might help explain this variation in outcomes and whether any interaction between these factors operates in the same way as a function of whether retrieval practice is included in the word learning procedure. Method: We examined the relations between a common set of child factors and children's responses in five previously published novel word learning studies with similar procedures. Participants were 4- and 5-year-old English-speaking children with DLD and their same-age peers with TD. Factors included scores on standardized language and nonverbal intelligence tests, nonword repetition, maternal education, age, and group status (TD, DLD). The role of each factor was examined while controlling for the other factors. Results: With all other factors controlled, age proved to be predictive of children's novel word learning. Nonword repetition was also predictive, though it interacted with age. Findings indicated that for children with DLD, increases in novel word learning for older children were less likely when nonword repetition ability was low. The disadvantage of weak nonword repetition ability was also apparent in learning conditions that lacked opportunities for retrieval. When retrieval practice was included, gains with age were less dependent on nonword repetition ability. Conclusions: For preschoolers with DLD and especially those with weak nonword repetition skills, including retrieval practice in the experimental procedure provided additional benefit. If future studies reveal that these findings apply as well to the clinical setting, the inclusion of retrieval practice during vocabulary intervention might help children avert a period of especially slow word learning. Supplemental Material: https://doi.org/10.23641/asha.32914790