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Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder

Levlin, Maria ; Wiklund-Hörnqvist, Carola ; Sandgren, Olof ; Karlsson, Sara ; Jonsson, Bert

Language, speech & hearing services in schools, 2022-04, Vol.53 (2), p.542-560 [Periódico revisado por pares]

United States: American Speech-Language-Hearing Association

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Título:
Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder
Autor: Levlin, Maria ; Wiklund-Hörnqvist, Carola ; Sandgren, Olof ; Karlsson, Sara ; Jonsson, Bert
Assuntos: Achievement Gains ; Active Learning ; Adolescent ; Bayes Theorem ; Child ; Child Language ; Classrooms ; Developmental Disabilities ; developmental language disorder ; Developmentally disabled children ; Didactics ; Didaktik ; Education ; Educational activities ; Educational aspects ; Educational attainment ; Educational research ; Educational Sciences ; Foreign Countries ; Grade 7 ; Grade 8 ; Grade 9 ; Humaniora och konst ; Humanities ; Humans ; Instructional Effectiveness ; Language acquisition ; Language Disorders ; Language disorders in children ; Language Impairments ; Language instruction ; language teaching and learning ; Language Tests ; Languages and Literature ; Learning outcomes ; Methods ; Morphology ; Phonology ; Psychological aspects ; Psychology ; psykologi ; retrieval-based word learning ; Samhällsvetenskap ; Secondary School Students ; Semantics ; Social Sciences ; Specific Languages ; Språk och litteratur ; språkdidaktik ; Students ; Studier av enskilda språk ; Utbildningsvetenskap ; Vocabulary ; Vocabulary Development ; Vocabulary instruction ; Vocabulary learning ; Young adults
É parte de: Language, speech & hearing services in schools, 2022-04, Vol.53 (2), p.542-560
Notas: ObjectType-Article-1
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Descrição: Purpose: Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school. Method: A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D) LD (M[subscript age] = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1-2 weeks prior, with posttest performance 1 week after each instructional condition. Results: The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words. Conclusions: All participants showed positive learning gains following RP, whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to-be-learned material (Tier 2 words).
Editor: United States: American Speech-Language-Hearing Association
Idioma: Inglês

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Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder

Levlin, Maria ; Wiklund-Hörnqvist, Carola ; Sandgren, Olof ; Karlsson, Sara ; Jonsson, Bert

United States: American Speech-Language-Hearing Association

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