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.
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Word Form Recall Accuracy (number of words correctly recalled) in Repeated Spaced Retrieval and Repeated Study conditions, Day 1
Timeframe: 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
Timeframe: 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
Timeframe: 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
Timeframe: 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
Timeframe: 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
Timeframe: One week after end of learning period
Word recognition (number of words accurately identified) in repeated spaced retrieval and repeated study conditions.
Timeframe: One week after end of learning period