Word Learning and Memory in Children with DLD
If you were going to teach new words to a child, would you want to use strategies that lead to the best learning in the moment or the best long-term memory of that learning? Research involving children has shown that strategies that lead to the best short-term learning don’t necessarily lead to be best memory for that learning later. Given the time that clinicians, teachers, parents, and children dedicate to word learning, it is important to identify the strategies build learning that will last. In this project, we will determine if the strategies that support lasting word learning in children with typical development, also help children with DLD. Results from this project will help clinicians determine the best strategies to foster word learning in children with DLD.
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Individual Differences in Word Learning and Memory
We know that children vary widely in their ability to learn new words. Some children learn new words quickly. Other children have difficulty learning new words even when they don’t have DLD. The overall goal of this project is to figure out variations in how quickly preschool-age children learn new words, and how long they remember those words. Also, certain types of training may be particularly helpful for some children, but not others. Thus, we will determine which teaching strategies support word learning in the majority of children, and which strategies are particularly helpful for children who struggle with word learning. The results from this project will help teachers support word learning across a variety of learners in their classrooms.