TY - JOUR
T1 - The advantages of retrieval-based and spaced practice
T2 - Implications for word learning in clinical and educational contexts
AU - Gordon, Katherine R.
N1 - Publisher Copyright:
© 2020 American Speech-Language-Hearing Association.
PY - 2020/10
Y1 - 2020/10
N2 - Purpose: Researchers in the cognitive sciences have identified several key training strategies that support good encoding and retention of target information. These strategies are retrieval-based practice, also known as learning through testing, and spaced practice. The recent resurgence of research on retrieval-based and spaced practice has been extended to investigate the effectiveness of these strategies to support learning in individuals with language disorders. The purpose of the current article is to review key principles of retrieval-based and spaced practice that can be used to support word learning in individuals within clinical and educational contexts. Conclusion: Current research provides evidence that principles of retrieval-based and spaced practice can enhance word learning for individuals with language disorders. Current research provides guidance for clinicians on how to implement these strategies both within and across sessions to support encoding and retention of target information. Additional research should be conducted to provide a better understanding of how to optimize encoding and retention in clinical and educational contexts. Most notably, research that examines long-term retention after interventions are withdrawn would further our understanding of how these principles can be optimally applied to improve outcomes for individuals with language disorders.
AB - Purpose: Researchers in the cognitive sciences have identified several key training strategies that support good encoding and retention of target information. These strategies are retrieval-based practice, also known as learning through testing, and spaced practice. The recent resurgence of research on retrieval-based and spaced practice has been extended to investigate the effectiveness of these strategies to support learning in individuals with language disorders. The purpose of the current article is to review key principles of retrieval-based and spaced practice that can be used to support word learning in individuals within clinical and educational contexts. Conclusion: Current research provides evidence that principles of retrieval-based and spaced practice can enhance word learning for individuals with language disorders. Current research provides guidance for clinicians on how to implement these strategies both within and across sessions to support encoding and retention of target information. Additional research should be conducted to provide a better understanding of how to optimize encoding and retention in clinical and educational contexts. Most notably, research that examines long-term retention after interventions are withdrawn would further our understanding of how these principles can be optimally applied to improve outcomes for individuals with language disorders.
UR - http://www.scopus.com/inward/record.url?scp=85091994485&partnerID=8YFLogxK
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U2 - 10.1044/2020_LSHSS-19i-00001
DO - 10.1044/2020_LSHSS-19i-00001
M3 - Article
C2 - 32697677
AN - SCOPUS:85091994485
VL - 51
SP - 955
EP - 965
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
SN - 0161-1461
IS - 4
ER -