The Effect of Retrieval Practice on Vocabulary Learning for DHH Children
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| Title: | The Effect of Retrieval Practice on Vocabulary Learning for DHH Children |
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| Language: | English |
| Authors: | Casey K. Reimer, Heather Grantham, Andrew C. Butler |
| Source: | Journal of Deaf Studies and Deaf Education. 2024 29(3):377-387. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Deafness, Hearing Impairments, Children, Expressive Language, Retention (Psychology), Vocabulary Development, Recall (Psychology), Predictor Variables, Learning Strategies |
| DOI: | 10.1093/deafed/enae005 |
| ISSN: | 1081-4159 1465-7325 |
| Abstract: | On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice--a robust learning strategy--has been shown to improve children's retention of vocabulary, but it has not been investigated with DHH children who use listening and spoken language. The present study examined whether DHH children benefit from using retrieval practice to learn new vocabulary. Sixteen DHH children (in the age range of 5.0-8.11 years) were taught a set of new vocabulary words using retrieval practice or repeated exposure. A recall test was administered two days later. Results showed that DHH children were twice as likely to recall a word taught through retrieval practice than exposure (OR = 2.01, p = 0.02). Presence of an additional diagnosis and number of practice trials were also significant predicting factors of vocabulary learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452563 |
| Database: | ERIC |
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| Abstract: | On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice--a robust learning strategy--has been shown to improve children's retention of vocabulary, but it has not been investigated with DHH children who use listening and spoken language. The present study examined whether DHH children benefit from using retrieval practice to learn new vocabulary. Sixteen DHH children (in the age range of 5.0-8.11 years) were taught a set of new vocabulary words using retrieval practice or repeated exposure. A recall test was administered two days later. Results showed that DHH children were twice as likely to recall a word taught through retrieval practice than exposure (OR = 2.01, p = 0.02). Presence of an additional diagnosis and number of practice trials were also significant predicting factors of vocabulary learning. |
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| ISSN: | 1081-4159 1465-7325 |
| DOI: | 10.1093/deafed/enae005 |
