Retrieval-Based Word Learning in Developmental Language Disorder

NCT05325333 | Completed Results

• 2 other identifiers: 1603017480R01DC014708
• Study Type: interventional
• Target: 28
• Locations: 1 country
• Sites: 1

Brief 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 wellbeing. 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 our previous work to determine whether, as we have found thus far, special benefits accrue when these children must frequently recall newly introduced words during the course of learning. In this first of a series of studies, we seek to increase the children's absolute levels of learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning.

Conditions

Developmental Language Disorder; Specific Language Impairment; Language Development

Keywords

Word learning; Word retrieval; Preschool-aged children

Outcome Measures

Primary Outcomes (5)

• Word Form Recall Accuracy (Number of Words Correctly Recalled) on Expanding and Standard Retrieval Schedules at 5 Mins

  Five minutes after second learning session, child is asked to recall and say the word associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an expanding schedule and one in which retrieval trials occurred on the standard schedule.

  5 minutes after end of learning period

• Word Form Recall Accuracy (Number of Words Correctly Recalled) on Expanding and Standard Retrieval Schedules at One Week

  One week after end of learning sessions, child is asked to recall and say the word associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an expanding schedule and one in which retrieval trials occurred on the standard schedule.

  1 week after end of learning period

• Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) on Expanding and Standard Retrieval Schedules at 5 Mins

  Five minutes after end of learning sessions, child is asked to recall and say the semantic information associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an expanding schedule and one in which retrieval trials occurred on the standard schedule.

  5 minutes after end of learning period

• Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) on Expanding and Standard Retrieval Schedules at One Week

  One week after end of learning sessions, child is asked to recall and say the semantic information associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an expanding schedule and one in which retrieval trials occurred on the standard schedule.

  1 week after end of learning period

• Word Recognition (Number of Words Accurately Identified) on Expanding Condition and Standard Retrieval Schedules

  Upon hearing a novel word, the child is asked to indicate (by pointing) which picture among 4 options is referred to; for words learned under the Expanding condition.

  1 week after end of learning period

Secondary Outcomes (2)

• Peabody Picture Vocabulary Test - Fifth Edition

  Test completed at start of study

• Maternal Education in Years

  Information collected at start of study

Study Arms (2)

Children with Developmental Language Disorder

EXPERIMENTAL

These children have a significant delay in language development in the absence of hearing impairment, cognitive delay, autism, or neurological injury/disease.

Behavioral: Retrieval-based word learning: Expanding retrieval practice schedule; Behavioral: Retrieval-based word learning: Standard retrieval practice schedule

Children with typical language development

EXPERIMENTAL

Children whose language development is as expected for their age.

Behavioral: Retrieval-based word learning: Expanding retrieval practice schedule; Behavioral: Retrieval-based word learning: Standard retrieval practice schedule

Interventions

Retrieval-based word learning: Expanding retrieval practice schedule BEHAVIORAL

Learning sessions: Novel nouns and their meanings are practiced on Day 1. Retrieval trials will initially be immediate. In the expanding condition, the next two retrieval trials will each occur after 1 intervening word and then after 3 intervening words for the remainder of the session. This practice schedule is repeated the next day (Day 2).

Children with Developmental Language Disorder; Children with typical language development

Retrieval-based word learning: Standard retrieval practice schedule BEHAVIORAL

Learning sessions: Novel nouns and their meanings are practiced on Day 1. Retrieval trials will initially be immediate. In the standard condition, all remaining retrieval trials will occur after 3 intervening words. This practice schedule is repeated the next day (Day 2).

Children with Developmental Language Disorder; Children with typical language development

Eligibility Criteria

• Age: 48 Months - 71 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• 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)

You may not qualify if:

• 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

Sponsors & Collaborators

• Purdue University: lead
• National Institute on Deafness and Other Communication Disorders (NIDCD): collaborator

Study Sites (1)

Purdue University

West Lafayette, Indiana, 47907, United States

Location

MeSH Terms

Conditions

Language Development Disorders; Specific Language Disorder

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Learning Disabilities; Neurodevelopmental Disorders; Mental Disorders

Results Point of Contact

• Title: Dr. Patricia Deevy, Research Associate
• Organization: Purdue University

deevy@purdue.edu

765-496-1821

Study Officials

• Laurence B. Leonard, PhD

  Purdue University

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: BASIC SCIENCE
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor of Speech, Language, & Hearing Sciences

Model Details: Within-participant design in which each child learns words under two conditions. The clinical group (children with DLD) is compared to the control group (children with Typical development) on these two word learning conditions.

Study Record Dates

• First Submitted: April 5, 2022
• First Posted: April 13, 2022
• Study Start: March 16, 2022
• Primary Completion: February 12, 2024
• Study Completion: February 12, 2024
• Last Updated: August 29, 2025
• Results First Posted: May 30, 2025

Record last verified: 2025-08

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ICF
• Time Frame: Data will become available after the results are published or within 12 months from the primary completion date (i.e., the date of final data collection for the primary outcome measure).
• Access Criteria: De-idientified data will be made publicly available at clinicaltrials.gov

Locations

US (1)