Retrieval-Based Word Learning in Developmental Language Disorder

患有发育性语言障碍（DLD）的儿童;也指患有特定语言障碍的儿童。 语言障碍）在语言能力方面经历了长期的严重缺陷， 对孩子的学业、社会和最终的经济福祉有害。单词学习是 这些孩子的主要弱点之一这个项目的重点是单词学习 四岁和五岁的DLD儿童的能力，以努力了解DLD的性质。 这些困难。该项目的目标是建立在我们在前五年完成的工作基础上， 多年来，以确定是否，因为我们已经发现到目前为止，特别好处时，这些 在学习过程中，孩子们必须经常回忆新引入的单词。的 计划中的研究旨在提高儿童的绝对学习水平，同时保持 重复检索比比较学习方法更有优势。我们也适应 我们的学习程序，以插图故事书的形式，以促进儿童的参与 要学习的材料。最后，我们将确定我们的重复检索程序 当要学习的单词从单个单词水平移动到 从一开始就出现在句子中。特别感兴趣的是， 活动缩小了DLD儿童与正常发育的同龄人之间的差异 相对于其他单词学习程序。如果计划中的研究揭示了更大的单词学习 收益比目前的方法，重复检索活动可以作为基础， 为有文字学习困难的儿童开发新的治疗方法。

Children with developmental language disorder (DLD; also referred to was children with 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 in an effort to understand the nature of these difficulties. The goal of the project is to build on our work accomplished in the first five years 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. The planned studies seek to increase the children’s absolute levels of learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning. We also adapt our learning procedures to an illustrated storybook format to promote children’s engagement with the materials to be learned. Finally, we will determine if our repeated retrieval procedures continue to prove superior when the words to be learned move from the single-word level to appearing in sentences from the outset. Of special interest will be whether repeated retrieval activities narrow the differences between children with DLD and their typically developing peers relative to other word learning procedures. If the planned studies reveal larger word learning gains than current methods, repeated retrieval activities can serve as the basis for the development of new methods of treatment for children with word learning difficulties.