Word Learning and Memory in Children with DLD

Why do children sometimes demonstrate good learning during a lesson, but forget the information when the lesson is over? Past research shows that some teaching strategies lead to learning in the moment, but rapid forgetting afterwards. Other teaching strategies support both learning and retention of that learning.

Our lab is dedicated to understanding children's memory processes and identifying strategies that support retention of word learning. We include children with typical development and developmental language disorder (DLD) in this research. Additionally, we conduct both experimental and intervention research.

The results from this research will help teachers support word learning across a variety of learners in their classrooms. Additionally, results from this research will help clinicians determine the best strategies to foster word learning and long-term retention of that learning in children with DLD.