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 LU
; Karlsson, Sara
and Jonsson, Bert
(2022)
In Language, speech, and hearing services in schools
53(2).
p.542-560
- 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 age = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional... (More)
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 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).
(Less)
- author
- Levlin, Maria
; Wiklund-Hörnqvist, Carola
; Sandgren, Olof
LU
; Karlsson, Sara
and Jonsson, Bert
- organization
- publishing date
- 2022-04-11
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Language, speech, and hearing services in schools
- volume
- 53
- issue
- 2
- pages
- 19 pages
- publisher
- American Speech-Language-Hearing Association (ASHA)
- external identifiers
-
- pmid:35320680
- scopus:85128488862
- pmid:35320680
- ISSN
- 0161-1461
- DOI
- 10.1044/2021_LSHSS-21-00101
- language
- English
- LU publication?
- yes
- id
- 76e1b403-73f7-43eb-9658-262117f03b53
- date added to LUP
- 2022-03-30 12:07:00
- date last changed
- 2024-06-16 04:52:57
@article{76e1b403-73f7-43eb-9658-262117f03b53,
abstract = {{<p>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.</p><p>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 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.</p><p>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.</p><p>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).</p>}},
author = {{Levlin, Maria and Wiklund-Hörnqvist, Carola and Sandgren, Olof and Karlsson, Sara and Jonsson, Bert}},
issn = {{0161-1461}},
language = {{eng}},
month = {{04}},
number = {{2}},
pages = {{542--560}},
publisher = {{American Speech-Language-Hearing Association (ASHA)}},
series = {{Language, speech, and hearing services in schools}},
title = {{Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder}},
url = {{http://dx.doi.org/10.1044/2021_LSHSS-21-00101}},
doi = {{10.1044/2021_LSHSS-21-00101}},
volume = {{53}},
year = {{2022}},
}