Abstract：
UNASSIGNED: Vocabulary knowledge at school entry provides an essential foundation for academic and literacy learning. Thus, school entry is an important timepoint to support word learning by children with developmental language disorder (DLD). Retrieval-based training strategies support both learning and retention of words for individuals with DLD in lab-based research. Additionally, lab-based research with adults with typical development demonstrates that pairing retrieval- and criterion-based training strategies supports learning efficiency. Currently, it is unclear if retrieval- and criterion-based training in word-learning interventions is feasible and effective for children with DLD.
UNASSIGNED: In this pilot study, we taught preschool- and kindergarten-age children with DLD (N = 7) words in an intervention format. We implemented retrieval-based training in that children were asked to retrieve and produce the forms and meanings of words. We also implemented a criterion-based approach. Words were targeted until the child retrieved the form and meaning of a word at the beginning of two sessions. We assessed learning at the end of training and retention after 2- and 8-week post-training delays.
UNASSIGNED: The retrieval- and criterion-based approach was effective to support word learning for six of the seven children. Children demonstrated better learning and retention of forms than meanings. Additionally, achieving criterion with a word during training was positively related to post-training retention.
UNASSIGNED: A retrieval- and criterion-based approach is likely to support word learning during interventions for children with DLD. We include suggestions for future research to improve the effective and efficient implementation of these approaches.
UNASSIGNED: In this pilot study, we taught preschool- and kindergarten-age children with DLD (N = 7) words in an intervention format. We implemented retrieval-based training in that children were asked to retrieve and produce the forms and meanings of words. We also implemented a criterion-based approach. Words were targeted until the child retrieved the form and meaning of a word at the beginning of two sessions. We assessed learning at the end of training and retention after 2- and 8-week post-training delays.
UNASSIGNED: The retrieval- and criterion-based approach was effective to support word learning for six of the seven children. Children demonstrated better learning and retention of forms than meanings. Additionally, achieving criterion with a word during training was positively related to post-training retention.
UNASSIGNED: A retrieval- and criterion-based approach is likely to support word learning during interventions for children with DLD. We include suggestions for future research to improve the effective and efficient implementation of these approaches.
摘要：
■入学时的词汇知识为学术和识字学习提供了必要的基础。因此，入学是支持发育性语言障碍（DLD）儿童单词学习的重要时间点。在基于实验室的研究中，基于检索的训练策略支持具有DLD的个人的单词学习和保留。此外,对具有典型发育的成年人进行的基于实验室的研究表明，基于检索和标准的配对培训策略可以提高学习效率。目前,目前尚不清楚基于检索和标准的单词学习干预培训对DLD儿童是否可行和有效.
■在这项试点研究中，我们用DLD(N=7)以干预的形式对学龄前和幼儿园年龄的儿童进行了教学.我们实施了基于检索的培训，要求儿童检索并生成单词的形式和含义。我们还实施了基于标准的方法。单词被定位，直到孩子在两个会话开始时检索到单词的形式和含义。我们评估了培训结束时的学习和培训后2周和8周延迟后的保留。
■基于检索和标准的方法有效地支持了七个孩子中的六个孩子的单词学习。儿童表现出更好的学习和保留形式比意义。此外,在培训期间用单词达到标准与培训后的保留率呈正相关。
基于检索和标准的方法很可能支持DLD儿童干预期间的单词学习。我们包括对未来研究的建议，以提高这些方法的有效和高效实施。
■在这项试点研究中，我们用DLD(N=7)以干预的形式对学龄前和幼儿园年龄的儿童进行了教学.我们实施了基于检索的培训，要求儿童检索并生成单词的形式和含义。我们还实施了基于标准的方法。单词被定位，直到孩子在两个会话开始时检索到单词的形式和含义。我们评估了培训结束时的学习和培训后2周和8周延迟后的保留。
■基于检索和标准的方法有效地支持了七个孩子中的六个孩子的单词学习。儿童表现出更好的学习和保留形式比意义。此外,在培训期间用单词达到标准与培训后的保留率呈正相关。
基于检索和标准的方法很可能支持DLD儿童干预期间的单词学习。我们包括对未来研究的建议，以提高这些方法的有效和高效实施。
