Retrieval Practice and Word Learning in Children with Hearing Loss

Abstract

Children with hearing loss (HL) show poorer word-learning skills than children with normal hearing (NH). The goal of this study was to test the effect of retrieval practice on word learning. Twenty-six children with NH, 16 children who were hard of hearing, and 14 children who were deaf learned new words in no retrieval, immediate, and spaced retrieval conditions. Linear mixed-effect models revealed that learning condition and hearing status predicted 49% of the variance in word recognition and 15% in word recall. Immediate retrieval was the most effective strategy for hard of hearing and NH groups. No differences were observed in children who were deaf. Future studies should assess retrieval practice in real-life interventions to inform clinical and educational practices.