Developmental Language DisorderNCT06001866
Retrieval-Based Word Learning in Developmental Language Disorder: Verb Learning
A study testing Retrieval-based verb learning: Repeated Spaced Retrieval condition and Retrieval-based verb learning: Repeated Study condition in people with Developmental Language Disorder and Specific Language Impairment, run by Purdue University at 1 site in United States.
Trial summary
Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Read more about this study
- Who is it for?
- Ages 48 to 71 monthsHealthy volunteers can take part
- Conditions the study is for
- Developmental Language Disorder, Specific Language Impairment, Language Development
- What is being tested?
- Retrieval-based verb learning: Repeated Spaced Retrieval condition and Retrieval-based verb learning: Repeated Study condition
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 31 participants
- Where
- 1 siteUnited States
- Study dates
- 1 Mar 2023to 25 Jan 2024
- Phase
- Interventional
- Are there results?
- Yes, posted in the registrySummary in the doctors' view
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 48 to 71 months
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- a significant deficit in language ability (language test score below cutoff for best sensitivity/specificity) or documented age-appropriate language ability.
- normal hearing no evidence of neurological damage or disease scores on tests of nonverbal intelligence above the intellectual disability range not within Autistic range on Autism screening test native English speaker (can be bilingual)
Who cannot join
- failed hearing screening known neurological damage or disease scores on tests of nonverbal intelligence below the intellectual disability range (standard score less than 75) autism spectrum disorder non-native English speaker
Trial locations and contacts
1 site in 1 country.
About this study
Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to build on the investigators' previous work to determine whether, as has been found thus far, special benefits accrue when these children must frequently recall newly introduced words during the course of learning. The focus of the current study is verb-learning. The goal of the study is to increase children's absolute levels of verb learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning.
Read the detailed description
Developmental Language Disorder (DLD) affects language learning in an estimated 7% of children. Although much of the research literature has emphasized difficulties learning grammar, children with DLD also have major deficits in vocabulary. In recent work, the investigators have been examining the benefit of retrieval practice to enhance word learning and retention in preschoolers with DLD. The rationale behind this work is grounded in the growing literature in the field of cognitive psychology which shows that repeated practice in retrieving information results in greater long-term retention than continuous study of that information without opportunities for retrieval. In addition, retrieval practice that occurs after a delay-or "spacing" between study of a word and subsequent recall attempts-can lead to stronger effects.
The investigators have explored the benefits of retrieval practice for preschoolers with DLD and with typical language development (TD), showing that recall and retention for novel words (nouns, adjectives, verbs) were greater when learned using repeated spaced retrieval (RSR) than when learned using repeated study only. Despite benefitting from RSR, children with DLD still showed lower levels of recall than children with TD, in particular in novel verb learning.
In the current study, the investigators seek to improve the absolute levels of word form recall for verbs by modifying the method used previously. Sixteen children with DLD will be recruited for this study along with 16 children with TD matched on chronological age. Using a within-subjects design, children will learn eight novel verbs, four at a time. Each set of four will be learned over two consecutive days, with two words in the RSR condition and two words in a repeated study condition. The referents for these novel words will be video-recorded transitive actions performed by actors on objects and presented on a laptop screen.
In the RSR condition, children will initially hear the word paired with a video of a novel action, immediately be asked to recall the word, and then see/hear it again. After three other words are presented, they will be asked to recall the original word again; this "3" spaced retrieval schedule will continue for the rest of the learning session. In the comparison condition, children will simply hear the words paired with a video of the novel action. In this study, during retrieval practice, children will be prompted to respond with a full sentence containing the verb.
Recall of the verbs will be tested after the learning session on the second day and one week later. At one week, children will also complete a syntactic generalization test in which they are prompted to use the novel verb in a type of sentence that is different from the one used during learning. Finally, children will complete a two-alternative recognition test.
The investigators hypothesize that novel verbs that undergo RSR during the learning period will be learned and recalled better than comparable novel verbs that are assigned to the repeated study condition. This RSR advantage will continue to be observed when the children must use the novel verbs with new actors and objects and will be seen as well in the syntactic generalization test when the children must use the novel verbs in a new sentence frame. Introducing novel verbs representing actions that can be performed on varying objects is expected to improve overall learning. In addition, by having the child produce the verbs in the context of a full sentence, the newly learned verbs should become more integrated with other sentence elements (subjects and direct objects), resulting in a richer representation in memory and consequently, greater recall, recognition, and syntactic flexibility than was observed in the previous novel verb study.
- Being tested
- Retrieval-based verb learning: Repeated Spaced Retrieval condition, Retrieval-based verb learning: Repeated Study condition
- Keywords
- word learning, word retrieval, preschool-aged children
- Medical subject headings
- Language Development Disorders, Specific Language Disorder
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Retrieval-based verb learning: Repeated Spaced Retrieval conditionBehavioural
A set of novel verbs are practiced on 2 consecutive days (the same verbs are used each day). Half of the novel verbs are learned in the repeated spaced retrieval condition and half are learned in the repeated study condition, with the two conditions interleaved on each day.
The repeated spaced retrieval condition consists of study and retrieval trials. At the start of the sessions, retrieval trials immediately follow study trials. Thereafter, retrieval trials are spaced for each verb, occurring after 3 other words have intervened between the retrieval trial and the last study trial for that verb.
Retrieval-based verb learning: Repeated Study conditionBehavioural
A set of novel verbs are practiced on 2 consecutive days (the same verbs are used each day). Half of the novel verbs are learned in the repeated spaced retrieval condition and half are learned in the repeated study condition, with the two conditions interleaved on each day.
The repeated study condition consists of study trials only (with no retrieval practice).
| Study group | Role | What they receive |
|---|---|---|
| Children with Developmental Language Disorder | Experimental | These children have a significant delay in language development in the absence of hearing impairment, cognitive delay, autism, or neurological injury/disease. Receives: Behavioral: Retrieval-based verb learning: Repeated Spaced Retrieval condition; Behavioral: Retrieval-based verb learning: Repeated Study condition |
| Children with typical language development | Experimental | Children whose language development is as expected for their age. Receives: Behavioral: Retrieval-based verb learning: Repeated Spaced Retrieval condition; Behavioral: Retrieval-based verb learning: Repeated Study condition |
What is being measured
The primary outcome is the main question the study is designed to answer.
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. for Learned Items
Five minutes after second learning session, child is asked to recall and say the word associated with each novel action learned under each of the two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Learned items, each of the four verbs was tested with videos of two of the agent-object pairs the child had seen during the learning period, for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Measured: 5 minutes after end of Day 2 (second day) learning period.
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. for Generalized Items
Five minutes after second learning session, child is asked to recall and say the word associated with each novel action learned under one of two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Generalized items each of the four verbs was tested with videos of two agent-object pairs that were new (that the child had not seen during the learning period), for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Measured: 5 minutes after end of Day 2 (second day) learning period.
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 1 Week for Learned Items.
One week after second learning session, child is asked to recall and say the word associated with each novel action learned under one of two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Learned items, each of the four verbs was tested with videos of two of the agent-object pairs the child had seen during the learning period, for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Measured: 1 week after Day 2 (second day) learning period.
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 1 Week for Generalized Items
One week after second learning session, child is asked to recall and say the word associated with each novel action learned under one of two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Generalized items, each of the four verbs was tested with videos of two agent-object pairs that were new (that the child had not seen during the learning period), for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Measured: 1 week after Day 2 (second day) learning period.
Accuracy of Verb Recall (Number of Verbs Correctly Recalled) in a New Structure in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions
Child is asked to describe the video of a novel action using the novel verb in a frame different from the one learned (i.e.,"X likes to VERB the Y") in repeated spaced retrieval and repeated study conditions. Each verb is tested with four items: three items made use of videos of agent-object pairs the child had seen during the learning period and one item used an agent-object pair that was new. There were eight items total per condition.
Measured: 1 week after Day 2 (second day) learning period.
Verb Recognition (Number of Words Accurately Identified) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions for Learned Items.
One week after the learning session, child is asked to indicate (by pointing) which of 2 video options is referred to upon hearing a sentence using a novel word learned in either the repeated spaced retrieval or repeated study condition. Each verb is tested with two items which used videos of agent-object pairs that the child had seen during the learning period, for a total of eight items.
Measured: 1 week after Day 2 (second day) learning period.
Verb Recognition (Number of Words Accurately Identified) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions for Generalized Items.
One week after the learning session, child is asked to indicate (by pointing) which of 2 video options is referred to upon hearing a sentence using a novel word learned in either the repeated spaced retrieval or repeated study condition. Each verb is tested with two items which used videos of agent-object pairs that were new (that the child had not seen during the learning period), for a total of eight items.
Measured: 1 week after Day 2 (second day) learning period.
Secondary outcomes (2)
Peabody Picture Vocabulary Test, Fifth Edition
The Peabody Picture Vocabulary is an individually administered, norm-reference test that assesses receptive vocabulary (ability to understand individual words) for children and adults ages 2 years 6 months to 90 years and older. Standard scores are derived from number correct. Standard scores can range from a minimum of 40 and 160. Standard scores between 85 and 115 (1 standard deviation above and below the mean of 100) are interpreted as reflecting receptive vocabulary levels expected for age. Scores below 85 are interpreted as reflecting receptive vocabulary levels below what is expected for age.Scores above 115 are interpreted as reflecting receptive vocabulary levels above what is expected for age.
Measured: Test completed at start of study
Maternal Education in Years
Educational attainment of child's mother in terms of years of education
Measured: information collected at start of study
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Aug 2023
- Study start1 Mar 2023
- Primary completion25 Jan 2024
- Study completion25 Jan 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Posted resultsParticipant flow, outcome measures and adverse events reported by the sponsor.
- Other trials for Developmental Language DisorderStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Factorial
- Model description
- Within-participant design in which each child learns words under two conditions.
- Masking
- None (open label)
- Enrolment
- 31 participants (actual)
Sponsor and investigators
- Lead sponsor
- Purdue University
- Sponsor type
- University, hospital or other
- Collaborators
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Responsible party
- Principal investigator, Laurence Leonard, Purdue University
- Investigators
- Laurence B. Leonard, PhD, Principal investigator, Purdue Universtiy
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06001866
- Sponsor's protocol ID
- 1603017480B
- Other IDs
- R01DC014708
- Status last verified
- Jul 2025
- First submitted
- 3 Aug 2023
- Last updated
- 13 Aug 2025
- Results posted
- Yes, on ClinicalTrials.gov
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: Data that contribute to our final published results will be made available at www.clinicaltrials.gov.
Study at a glance
From the registry record, last updated by the sponsor on 13 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Retrieval-Based Word Learning in Developmental Language Disorder: Verb Learning
- ClinicalTrials.gov ID
- NCT06001866
- Acronym / sponsor ID
- 1603017480B
- Keywords
- word learning, word retrieval, preschool-aged children
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 31 participants (actual)
- Lead sponsor
- Purdue UniversityUniversity, hospital or other
- Collaborators
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Study start
- 1 Mar 2023 (actual)
- Primary completion
- 25 Jan 2024 (actual)
- Study completion
- 25 Jan 2024 (actual)
- First posted
- 21 Aug 2023 (actual)
- Results
- Posted 13 Aug 2025
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to build on the investigators' previous work to determine whether, as has been found thus far, special benefits accrue when these children must frequently recall newly introduced words during the course of learning. The focus of the current study is verb-learning. The goal of the study is to increase children's absolute levels of verb learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning.
Detailed description
Developmental Language Disorder (DLD) affects language learning in an estimated 7% of children. Although much of the research literature has emphasized difficulties learning grammar, children with DLD also have major deficits in vocabulary. In recent work, the investigators have been examining the benefit of retrieval practice to enhance word learning and retention in preschoolers with DLD. The rationale behind this work is grounded in the growing literature in the field of cognitive psychology which shows that repeated practice in retrieving information results in greater long-term retention than continuous study of that information without opportunities for retrieval. In addition, retrieval practice that occurs after a delay-or "spacing" between study of a word and subsequent recall attempts-can lead to stronger effects.
The investigators have explored the benefits of retrieval practice for preschoolers with DLD and with typical language development (TD), showing that recall and retention for novel words (nouns, adjectives, verbs) were greater when learned using repeated spaced retrieval (RSR) than when learned using repeated study only. Despite benefitting from RSR, children with DLD still showed lower levels of recall than children with TD, in particular in novel verb learning.
In the current study, the investigators seek to improve the absolute levels of word form recall for verbs by modifying the method used previously. Sixteen children with DLD will be recruited for this study along with 16 children with TD matched on chronological age. Using a within-subjects design, children will learn eight novel verbs, four at a time. Each set of four will be learned over two consecutive days, with two words in the RSR condition and two words in a repeated study condition. The referents for these novel words will be video-recorded transitive actions performed by actors on objects and presented on a laptop screen.
In the RSR condition, children will initially hear the word paired with a video of a novel action, immediately be asked to recall the word, and then see/hear it again. After three other words are presented, they will be asked to recall the original word again; this "3" spaced retrieval schedule will continue for the rest of the learning session. In the comparison condition, children will simply hear the words paired with a video of the novel action. In this study, during retrieval practice, children will be prompted to respond with a full sentence containing the verb.
Recall of the verbs will be tested after the learning session on the second day and one week later. At one week, children will also complete a syntactic generalization test in which they are prompted to use the novel verb in a type of sentence that is different from the one used during learning. Finally, children will complete a two-alternative recognition test.
The investigators hypothesize that novel verbs that undergo RSR during the learning period will be learned and recalled better than comparable novel verbs that are assigned to the repeated study condition. This RSR advantage will continue to be observed when the children must use the novel verbs with new actors and objects and will be seen as well in the syntactic generalization test when the children must use the novel verbs in a new sentence frame. Introducing novel verbs representing actions that can be performed on varying objects is expected to improve overall learning. In addition, by having the child produce the verbs in the context of a full sentence, the newly learned verbs should become more integrated with other sentence elements (subjects and direct objects), resulting in a richer representation in memory and consequently, greater recall, recognition, and syntactic flexibility than was observed in the previous novel verb study.
Study design
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Factorial
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Within-participant design in which each child learns words under two conditions.
| Arm | Type | Receives |
|---|---|---|
| Children with Developmental Language Disorder | Experimental | Behavioral: Retrieval-based verb learning: Repeated Spaced Retrieval condition, Behavioral: Retrieval-based verb learning: Repeated Study conditionThese children have a significant delay in language development in the absence of hearing impairment, cognitive delay, autism, or neurological injury/disease. |
| Children with typical language development | Experimental | Behavioral: Retrieval-based verb learning: Repeated Spaced Retrieval condition, Behavioral: Retrieval-based verb learning: Repeated Study conditionChildren whose language development is as expected for their age. |
Who may qualify
- Ages
- 48 to 71 months
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (2 listed)
- a significant deficit in language ability (language test score below cutoff for best sensitivity/specificity) or documented age-appropriate language ability.
- normal hearing no evidence of neurological damage or disease scores on tests of nonverbal intelligence above the intellectual disability range not within Autistic range on Autism screening test native English speaker (can be bilingual)
Key exclusion criteria (1 listed)
- failed hearing screening known neurological damage or disease scores on tests of nonverbal intelligence below the intellectual disability range (standard score less than 75) autism spectrum disorder non-native English speaker
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Retrieval-based verb learning: Repeated Spaced Retrieval conditionA set of novel verbs are practiced on 2 consecutive days (the same verbs are used each day). Half of the novel verbs are learned in the repeated spaced retrieval condition and half are learned in the repeated study condition, with the two conditions interleaved on each day. The repeated spaced retrieval condition consists of study and retrieval trials. At the start of the sessions, retrieval trials immediately follow study trials. Thereafter, retrieval trials are spaced for each verb, occurring after 3 other words have intervened between the retrieval trial and the last study trial for that verb. | Behavioural | Children with Developmental Language Disorder, Children with typical language development |
| Retrieval-based verb learning: Repeated Study conditionA set of novel verbs are practiced on 2 consecutive days (the same verbs are used each day). Half of the novel verbs are learned in the repeated spaced retrieval condition and half are learned in the repeated study condition, with the two conditions interleaved on each day. The repeated study condition consists of study trials only (with no retrieval practice). | Behavioural | Children with Developmental Language Disorder, Children with typical language development |
Primary outcome
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. for Learned Items
Time frame: 5 minutes after end of Day 2 (second day) learning period.
Five minutes after second learning session, child is asked to recall and say the word associated with each novel action learned under each of the two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Learned items, each of the four verbs was tested with videos of two of the agent-object pairs the child had seen during the learning period, for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. for Generalized Items
Time frame: 5 minutes after end of Day 2 (second day) learning period.
Five minutes after second learning session, child is asked to recall and say the word associated with each novel action learned under one of two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Generalized items each of the four verbs was tested with videos of two agent-object pairs that were new (that the child had not seen during the learning period), for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 1 Week for Learned Items.
Time frame: 1 week after Day 2 (second day) learning period.
One week after second learning session, child is asked to recall and say the word associated with each novel action learned under one of two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Learned items, each of the four verbs was tested with videos of two of the agent-object pairs the child had seen during the learning period, for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 1 Week for Generalized Items
Time frame: 1 week after Day 2 (second day) learning period.
One week after second learning session, child is asked to recall and say the word associated with each novel action learned under one of two conditions: a condition in which spaced retrieval trials occurred and one in which there were no retrieval trials. For Generalized items, each of the four verbs was tested with videos of two agent-object pairs that were new (that the child had not seen during the learning period), for a total of 8 recall items. Children were prompted to retrieve/produce the novel verbs in the sentence structure used during learning.
Accuracy of Verb Recall (Number of Verbs Correctly Recalled) in a New Structure in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions
Time frame: 1 week after Day 2 (second day) learning period.
Child is asked to describe the video of a novel action using the novel verb in a frame different from the one learned (i.e.,"X likes to VERB the Y") in repeated spaced retrieval and repeated study conditions. Each verb is tested with four items: three items made use of videos of agent-object pairs the child had seen during the learning period and one item used an agent-object pair that was new. There were eight items total per condition.
Verb Recognition (Number of Words Accurately Identified) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions for Learned Items.
Time frame: 1 week after Day 2 (second day) learning period.
One week after the learning session, child is asked to indicate (by pointing) which of 2 video options is referred to upon hearing a sentence using a novel word learned in either the repeated spaced retrieval or repeated study condition. Each verb is tested with two items which used videos of agent-object pairs that the child had seen during the learning period, for a total of eight items.
Verb Recognition (Number of Words Accurately Identified) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions for Generalized Items.
Time frame: 1 week after Day 2 (second day) learning period.
One week after the learning session, child is asked to indicate (by pointing) which of 2 video options is referred to upon hearing a sentence using a novel word learned in either the repeated spaced retrieval or repeated study condition. Each verb is tested with two items which used videos of agent-object pairs that were new (that the child had not seen during the learning period), for a total of eight items.
2 secondary outcomes
Peabody Picture Vocabulary Test, Fifth Edition
Time frame: Test completed at start of study
Maternal Education in Years
Time frame: information collected at start of study
Results and safety
Loading the posted results from ClinicalTrials.gov…
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Aug 2025.
- Posted resultsParticipant flow, baseline, all outcome measures and adverse events.
- Individual participant dataSharing planned: Yes. Data that contribute to our final published results will be made available at www.clinicaltrials.gov.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Laurence B. Leonard, PhD principal investigator
Purdue Universtiy
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Retrieval-based verb learning: Repeated Spaced Retrieval condition and Retrieval-based verb learning: Repeated Study condition in people with Developmental Language Disorder and Specific Language Impairment, run by Purdue University at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 13 Aug 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Yes. Results are posted in the registry (first posted 13 Aug 2025). A summary is in the For doctors view, and the full results are on ClinicalTrials.gov.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Verb Recall Accuracy (Number of Verbs Correctly Recalled) in Repeated Spaced Retrieval (RSR) and Repeated Study (RS) Conditions at 5 Mins. for Learned Items (time frame: 5 minutes after end of Day 2 (second day) learning period.). The study lists 7 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Aug 2025.