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Contextual Word Learning in Children With Developmental Language Disorder

NCT05988190 · Status: RECRUITING · Phase: NA · Type: INTERVENTIONAL · Enrollment: 100

Last updated 2025-08-14

No results posted yet for this study

Summary

Many children have developmental language disorder, which makes it difficulty to learn language, including vocabulary, and results in ongoing academic and social difficulties. Despite the fact that most words are learned in context without direct teaching, we know very little about how children with developmental language disorder learn words in context. This project will combine, for the first time, two strategies which improve contextual word learning in children with typical development, and test their effect in both typically developing children, and those with developmental language disorder. The results will provide timely information that will contribute to evidence based practice for contextual word learning in children with developmental language disorder.

Conditions

  • Developmental Language Disorder

Interventions

BEHAVIORAL

Contextual Word Learning Intervention

Metalinguistic intervention consisting of meaning generation, explanation and feedback, with semantic diversity varying (no, medium, high).

Sponsors & Collaborators

  • University of South Carolina

    collaborator OTHER

  • Binghamton University

    lead OTHER

Principal Investigators

  • Dawna M Duff · Binghamton University

Study Design

Allocation
NA
Purpose
BASIC_SCIENCE
Masking
NONE
Model
SINGLE_GROUP

Eligibility

Min Age
7 Years
Max Age
11 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2024-04-17
Primary Completion
2026-04-01
Completion
2026-04-15

Countries

  • United States

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT05988190 on ClinicalTrials.gov