The effect of retrieval practice on vocabulary learning for DHH children

Reimer, C.K., Grantham, H., & Butler, A.C. (2024). The effect of retrieval practice on vocabulary learning for DHH children. Journal of Deaf Studies and Deaf Education, 29, 377-387. https;//doi.org/10.1093/deafed/enae005

Most children begin building their word knowledge or vocabulary in infancy, and this process continues into adulthood. Hearing children often learn vocabulary simply by overhearing it in use by those around them. This process is called incidental learning. Deaf and hard-of-hearing (DHH) children typically have smaller vocabularies than their hearing peers. Even if they have access to hearing technology, they are more likely to miss opportunities for incidental learning. DHH children learn words more slowly than their hearing peers. It can be challenging to find effective strategies to support word learning amongst DHH children who themselves differ in their word learning.

Reimer et al. (2024) present retrieval practice as a potential strategy for supporting vocabulary development in DHH children. Retrieval practice is the process of retrieving or recalling newly acquired information – in this case, vocabulary – from one’s memory, and has been shown to lead to better retention long term. While retrieval practice has been studied across various populations and various domains, including for vocabulary learning, its use for vocabulary learning with DHH children has not been explored. The authors set out to examine whether DHH children would retain more new words in one of two conditions:

1) if learned with retrieval practice (e.g., hearing the new words and being asked to recall them), or

2) if learned through exposure (e.g., hearing new words and repeating them immediately).

Following phases of acquisition (e.g., learning to correctly match new vocabulary to picture scenes) and practice (e.g., either retrieval practice or exposure), an assessment phase took place in which the child was asked to recall the new vocabulary words two days later.

Reimer et al. (2024) found that most DHH children recalled more words learned through retrieval practice than through exposure, and that they were twice as likely to be able to recall the new vocabulary word two days later if they had learned it through retrieval practice, compared to exposure. The authors also explored whether specific factors impacted a child’s ability to recall new vocabulary words. They found that DHH children who required additional practice rounds to accurately recall a vocabulary word were less likely to recall the word two days later, and that DHH children with additional diagnoses were less likely to recall new vocabulary words.

Implications of this study include the potential for retrieval practice to serve as one possible specific, direct strategy for supporting vocabulary learning in DHH children. Retrieval practice, however, may not be sufficient for all DHH children, who may need additional strategies and support beyond this.

Blogger: Rachel Benninger is a combined MClSc/PhD candidate working under the supervision of Dr. Lisa Archibald

Are narrative macrostructure skills shared in bilingual children’s two languages, and what predicts them?

Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2026). Are narrative macrostructure skills shared in bilingual children’s two languages, and what predicts them? Language, Speech, and Hearing Services in Schools, 57, 277–291. https://doi.org/10.1044/2025_LSHSS-25-00049

When we think about how to support bilingual children’s language development, we often assume that the best approach is to just increase their exposure to the school or societal language. However, a recent study offers a more encouraging and practical message for families and educators: reading at home may be one of the most powerful tools we have. In this study, researchers worked with 40 English–Hebrew bilingual preschoolers aged 5–6. The children were individually told short, picture-based stories in each language and were then asked to retell them. Their stories were carefully analyzed based on key story elements, such as introducing characters, describing a problem, expressing emotions, and including goals and outcomes. Parents also completed questionnaires about their child’s language background, including when the child was first exposed to Hebrew and how often they read books with their child in each language.

Overall, children told more detailed and well-organized stories in their home language, English, than in Hebrew. They were more likely to clearly introduce characters, describe emotions, and include important parts of a story. What stood out most, however, was that the strongest predictor of how well children told stories in Hebrew was not how early they were exposed to Hebrew, or even how strong their Hebrew vocabulary was. Instead, it was how often their parents read to them and even more surprising was that the parents read mostly in English. This suggests that shared book reading in the home language can help children develop an understanding of how stories work, and this knowledge can transfer across languages. In other words, learning story structure in one language supports storytelling in another. These findings send an important message to parents about the importance of simply reading together regularly—especially in the language parents feel most comfortable using. These experiences can play a meaningful role in strengthening bilingual children’s language and literacy skills in both languages.

Blogger: Diya Nair is a second year PhD student under the supervision of Dr Lisa Archibald.

Changes in production of complex syntax by elementary-aged school children

Pavelko, S.L., Owens, R.E., & Hahs-Vaughn, D.L. (2025). Changes in production of complex syntax by elementary-aged school children. Language, Speech, and Hearing Services in Schools, 56, 1002-1010. https://doi.org/10.1044/2025_LSHSS-24-00141

As language skills develop, a child’s length of spoken utterance increases in length. There is an assumption that as utterance length increases, the sentences spoken also become more complex. Complex sentences include (1) compound (2 simple sentences joined by a conjunction like ‘and’), (2) complex (a sentence and a clause, which is not a full sentence), or (3) compound-complex (2 simple sentences joined with a conjunction and at least 1 clause). It’s reasonable to expect that the proportion of complex sentences spoken would change as children age, but past research has not found such a difference.

The present study examined children’s language samples for how age (5-10 years) predicted (1) the proportion of complex sentences with different types of clauses and (2) the proportion of compound sentences with different types of conjunctions. Findings revealed no age-related differences in the proportion of complex sentences across all clause types. An age-related difference in the proportion of compound sentences was found for the conjunctions but and so, but not and.

The modest age-related differences in complex and compound sentences reported in this study were surprising. The findings provide limited guidance for intervention. Further research is needed examining complex and compound sentence use by children with language difficulties such as Developmental Language Disorder (DLD).

Blogger: Lisa Archibald