Retrieval supports word learning in children with Down syndrome

Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear. This study examined the effects of retrieval practice on novel word learning in children with Down syndrome. The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years. Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition. Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children. Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed. • Retrieval practice improves novel word learning in children with Down syndrome. • Retrieval also supports recall of novel words in typically developing children. • These effects are shown immediately after learning and one-week later. • Retrieval has greater immediate and longer term benefits for learning than restudy. • No effects were seen on a less-cognitively demanding recognition task.