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

NCT07048392 | Recruiting

• 2 other identifiers: 1603017480ER01DC014708
• Study Type: interventional
• Target: 32
• 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 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.

Conditions

Developmental Language Disorder and Language Impairment; Specific Language Impairment; Language Development

Keywords

word learning; word retrieval; preschool-aged children

Outcome Measures

Primary Outcomes (7)

• Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 1

  Child is asked to recall and say the word associated with each novel referent.

  5 minutes after end of first (Day 1) learning period

• Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 2

  Child is asked to recall and say the word associated with each novel referent.

  5 minutes after end of first (Day 2) learning period

• Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, One week

  Child is asked to recall and say the word associated with each novel referent.

  One week after end of learning period

• Word Meaning Recall Accuracy (number of semantic associations correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 1

  Child is asked to recall and say semantic information associated with the novel referent.

  5 minutes after end of first (Day 1) learning period

• Word Meaning Recall Accuracy (number of semantic associations correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 2

  Child is asked to recall and say semantic information associated with the novel referent.

  5 minutes after end of first (Day 2) learning period

• Word Meaning Recall Accuracy (number of semantic associations correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, one week

  Child is asked to recall and say semantic information associated with the novel referent.

  One week after end of learning period

• Word recognition (number of words accurately identified) in repeated spaced retrieval and repeated study conditions.

  Upon hearing a novel word, the child is asked to indicate (by pointing) which picture among 4 options is referred to.

  One week after end of learning period

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: Repeated Spaced Retrieval condition; Behavioral: Retrieval-based word learning: Repeated Study condition

Children with typical language development

EXPERIMENTAL

Children whose language development is as expected for their age.

Behavioral: Retrieval-based word learning: Repeated Spaced Retrieval condition; Behavioral: Retrieval-based word learning: Repeated Study condition

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.

Children with Developmental Language Disorder; Children with typical language development

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.

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

RECRUITING

MeSH Terms

Conditions

Language Development Disorders; Language Disorders; Specific Language Disorder

Condition Hierarchy (Ancestors)

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

Study Officials

• Laurence B. Leonard, PhD

  Purdue University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Patricia L Deevy, PhD

CONTACT

765-496-1821; deevy@purdue.edu

Laurence B Leonard, PhD

CONTACT

765-496-2253; xdxl@purdue.edu

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

Model Details: Within-participant design in which each child learns words under two conditions

Study Record Dates

• First Submitted: June 24, 2025
• First Posted: July 2, 2025
• Study Start: March 1, 2025
• Primary Completion (Estimated): July 31, 2026
• Study Completion (Estimated): July 31, 2026
• Last Updated: July 4, 2025

Record last verified: 2025-07

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-identified data will be made publicly available at www.clinicaltrials.gov

Locations

US (1)