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.
