N/A
N=27
Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading
Developmental Language Disorder · Specific Language Impairment · Language Development
Bottom Line
View on ClinicalTrials.gov: NCT06026124 ↗Enrolled (actual)
27
Serious AEs
0.0%
Results posted
Aug 2025
Primary outcome: Primary: Word Form Accuracy (Number of Words Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. — 4.54; 6.5; 1.46; 4.0 number of words correctly recalled — p=<0.00001
Study Design & Population
- Study type
- Interventional
- Phase
- N/A
- Interventions
- Retrieval-based word learning: Repeated Spaced Retrieval condition (Behavioral); Retrieval-based word learning: Repeated Study condition (Behavioral)
- Age
- Pediatric · 0+ yrs
- Sex
- All
- Sponsor
- Purdue University
- Primary completion
- Sep 2024
Outcome Measures
| Outcome | Result | p-value |
|---|---|---|
| PRIMARY Word Form Accuracy (Number of Words Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. |
4.54; 6.5; 1.46; 4.0 | <0.00001 sig |
| PRIMARY Word Form Accuracy (Number of Words Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 1 Week. |
3.92; 6.07; 1.46; 3.43 | <0.00001 sig |
| PRIMARY Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. |
7.31; 7.50; 5.46; 5.71 | <0.00001 sig |
| PRIMARY Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 1 Week. |
6.77; 7.21; 5.23; 5.57 | <0.0001 sig |
| PRIMARY Word Recognition (Number of Words Accurately Identified) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions. |
6.92; 7.86; 6.46; 7.86 | =0.17 |
| SECONDARY Peabody Picture Vocabulary Test, Fourth Edition |
100; 121.57 | <0.0001 sig |
| SECONDARY Years of Maternal Education |
17.23; 18.04 | =0.51 |
Summary
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 and to demonstrate an increase in children's absolute levels of learning by implementing retrieval practice in the context of a story book.
Eligibility Criteria
Inclusion Criteria
- a significant deficit in language ability (language test score below cutoff for best sensitivity/specificity) or documented age-appropriate language ability.
- normal hearing
- no evidence of neurological damage or disease
- scores on tests of nonverbal intelligence above the intellectual disability range
- not within Autistic range on Autism screening test
- native English speaker (can be bilingual)
Exclusion Criteria
- failed hearing screening
- known neurological damage or disease
- scores on tests of nonverbal intelligence below the intellectual disability range (standard score less than 75)
- autism spectrum disorder
- non-native English speaker
Data sourced from ClinicalTrials.gov (NCT06026124). Outcome figures and adverse-event rates are extracted automatically from the registry's posted results and are provided for clinician reference, not as a substitute for the primary publication.