Retrieval practice and word learning in children who are hard of hearing.

Abstract

Purpose: Many children who are deaf and hard of hearing (DHH) show poorer auditory word-learning skills than children with typical hearing (TH). The goal of this study was to test the effect of retrieval practice on word learning in children who are hard of hearing (HH).

Method: Twenty-six TH children and 16 children who are HH completed a speech perception and a vocabulary test, and a rapid word-learning game to learn new words under no retrieval, immediate retrieval, and spaced retrieval conditions.

Result: Linear mixed-effect models revealed that learning condition and time predicted 48% of the variance in word recognition, and age predicted 15% of word recall variance. We observed no differences in word recognition and recall between TH children and children who are HH. Children learned and remembered more words in the immediate and spaced retrieval practice conditions than in the no retrieval condition.

Conclusion: Retrieval practice is more effective for word learning and retention than passive exposure (no retrieval). Clinical and educational practices for children who are DHH could combine explicit instruction using targeted exposures and retrieval of new words with naturalistic approaches. Future studies should assess retrieval practice in real-life interventions to inform clinical and educational practices.