NCT05512000

Retrieval Practice for Word Learning for Deaf and Hard of Hearing Children

Increasing Word Learning Efficiency in Children Who Are Deaf and Hard of Hearing Through Retrieval Practice

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 13 (actual)
• Sponsor: Vanderbilt University Medical Center · Academic / Other
• Sex: All
• Age: 5 Years – 9 Years
• Healthy volunteers: Not accepted

Summary

This study is designed to advance the promising yet underutilized research on retrieval practice by evaluating the effectiveness and efficiency of two key retrieval practice features (feedback and spacing). The study uses four single case adapted alternating treatments studies, each with 5- to 9-year-old children who are deaf and hard of hearing to evaluate the effects of feedback and spacing on the efficiency of word learning and retention.

Detailed description

The proposed research addresses a long-standing and important challenge of improving language skills of children who are deaf and hard of hearing, a historically under researched group. The study aims to leverage retrieval practice - an empirically validated intervention approach - for improving how efficiently children who are deaf and hard of hearing learn and retain new words. To advance the promising yet underutilized research on retrieval practice, the study completes the next logical step of evaluating the effectiveness and efficiency of two key retrieval practice features: feedback and spacing. Feedback is predicted to result in more efficient learning because it focuses attention on unmastered material, prevents the illusion of success, and reduces repeated errors. Spacing trials are predicted to result in more efficient learning than massed trials because they require more effort with fewer cues provided. The study will accomplish these aims through four single case adapted alternating treatments design studies with 5- to 9- year-old children who are deaf and hard of hearing. Study innovations include the critical evaluation of retention and use of a multi-session intervention context. The knowledge gained will guide language intervention for children who are deaf and hard of hearing.

Conditions

• Hearing Loss
• Language Impairment

Interventions

Type	Name	Description
BEHAVIORAL	Feedback with massed trials	The participant receives feedback on their accuracy completing retrieval practice tasks. For massed trials, exposures for one word are provided before moving to the next word in each session.
BEHAVIORAL	Feedback with spaced trials	The participant receives feedback on their accuracy completing retrieval practice tasks. For spaced trials, exposures for each word are interspersed with one another (e.g., an exposure for word 1, then one for word 3, then one for word 2, etc.) in each session.
BEHAVIORAL	No feedback with massed trials	The participant does not receive feedback on their accuracy completing retrieval practice tasks. For massed trials, exposures for one word are provided before moving to the next word in each session.
BEHAVIORAL	No feedback with spaced trials	The participant does not receive feedback on their accuracy completing retrieval practice tasks. For spaced trials, exposures for each word are interspersed with one another (e.g., an exposure for word 1, then one for word 3, then one for word 2, etc.) in each session.

Timeline

• Start date: 2023-02-05
• Primary completion: 2025-07-11
• Completion: 2025-07-11
• First posted: 2022-08-23
• Last updated: 2026-03-16
• Results posted: 2026-03-16

Locations

1 site across 1 country: United States