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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

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Title: Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder
Language: English
Authors: Levlin, Maria (ORCID 0000-0002-6755-7167), Wiklund-Hörnqvist, Carola (ORCID 0000-0002-5523-490X), Sandgren, Olof (ORCID 0000-0002-5098-6096), Karlsson, Sara, Jonsson, Bert (ORCID 0000-0002-5884-6469)
Source: Language, Speech, and Hearing Services in Schools. Apr 2022 53(2):542-560.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 7
Junior High Schools
Middle Schools
Grade 8
Grade 9
High Schools
Descriptors: Developmental Disabilities, Language Impairments, Active Learning, Instructional Effectiveness, Vocabulary Development, Secondary School Students, Achievement Gains, Grade 7, Grade 8, Grade 9, Foreign Countries
Geographic Terms: Sweden
DOI: 10.1044/2021_LSHSS-21-00101
ISSN: 0161-1461
1558-9129
Abstract: 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).
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1343801
Database: ERIC
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  Data: Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Levlin%2C+Maria%22">Levlin, Maria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6755-7167">0000-0002-6755-7167</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wiklund-Hörnqvist%2C+Carola%22">Wiklund-Hörnqvist, Carola</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5523-490X">0000-0002-5523-490X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sandgren%2C+Olof%22">Sandgren, Olof</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5098-6096">0000-0002-5098-6096</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karlsson%2C+Sara%22">Karlsson, Sara</searchLink><br /><searchLink fieldCode="AR" term="%22Jonsson%2C+Bert%22">Jonsson, Bert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5884-6469">0000-0002-5884-6469</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. Apr 2022 53(2):542-560.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
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  Data: Y
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  Data: 19
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1044/2021_LSHSS-21-00101
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  Data: 0161-1461<br />1558-9129
– Name: Abstract
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  Data: 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).
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        Value: 10.1044/2021_LSHSS-21-00101
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      – Text: English
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      Pagination:
        PageCount: 19
        StartPage: 542
    Subjects:
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Active Learning
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Sweden
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      – TitleFull: Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children with (Developmental) Language Disorder
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