Developmental Language DisorderNCT05988190
Contextual Word Learning in Children With Developmental Language Disorder
A study testing Contextual Word Learning Intervention in people with Developmental Language Disorder, run by Binghamton University at 1 site in United States.
Trial 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… Read more about this study
- Who is it for?
- Ages 7 to 11 yearsHealthy volunteers can take part
- Conditions the study is for
- Developmental Language Disorder
- What is being tested?
- Contextual Word Learning Intervention
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 100 participants
- Where
- 1 siteUnited States
- Study dates
- 17 Apr 2024to 15 Apr 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 7 to 11 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Aim 1: Standard Score > 90 on Clinical Evaluation of Language Fundamentals - Core Test Language Battery administered in 2nd grade
- Aim 2: Standard Score <= 85 on Clinical Evaluation of Language Fundamentals - Core Test Language Battery administered in 2nd grade
Who cannot join
- hearing impairment
- uncorrected visual impairment
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
United States1 site, 1 recruiting
- Recruiting
Decker College of Nursing and Health Sciences, Health Sciences Building
Johnson City, New York, 13790
Patrick Leiby, 607-777-6091, pleiby@binghamton.edu
About this study
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.
Read the detailed description
Vocabulary achievement impacts important life outcomes such as academic success, vocational options, and earning potential. Developmental language disorder is a common disorder which impacts word learning, both when words are directly taught and when words are learned implicitly after multiple contextual encounters. Contextual word learning is the most common situation in which words are learned, and this typically occurs while reading. As such, interventions which increase the effectiveness of contextual word learning have the potential to meaningfully alter the trajectory of vocabulary growth.
The long term objective of this research program is to develop effective interventions for children with developmental language disorder, which target contextual word learning while reading. The overall aim of this study is to test the effectiveness of an intervention which combines two approaches known to be effective in typical development: metalinguistic training about semantic inferencing, and use of multiple texts with high semantic diversity. Semantic diversity refers to the range of semantic content in texts which contain the novel words. In Aim 1, we test the effectiveness of this novel intervention in children with typical development (n=50), and in Aim 2, we evaluate its effect in children with developmental language disorder (n=50). Participants will complete a three session metalinguistic intervention involving repeated meaning generation, explanation about proposed meanings, and feedback about accuracy. The quality of semantic inferencing about novel words which are untreated (not involved in the intervention) will be measured pre- and post-intervention as a measure of the effect of intervention on the skill of semantic inferencing. Measures of retention of the semantics of words used in intervention will be taken one week after each session, and are expected to increase with more exposure to the metalinguistic intervention. Within sessions, words will be presented in three different semantic diversity contexts: no diversity (repeated stories), medium diversity (unique stories with the same global context), and high diversity (unique stories with different global contexts). Based on prior research about the effect of semantic diversity on word learning in children and adults, we predict that measures of retention of the semantics of words used in intervention are expected to be highest in the high semantic diversity condition.
Results from this study will be used to support an application for a fully powered randomized controlled trial of a contextual word learning intervention for children with DLD, and will inform best practices for children with typical development. The project is innovative because we will examine contextual word learning in developmental language disorders, we will combine two treatment approaches in a novel way, and because we focus not only on the effect on treated words, but also on generalization of the skill of semantic inferencing.
- Conditions
- Developmental Language Disorder
- Being tested
- Contextual Word Learning Intervention
- Keywords
- Developmental Language Disorder, Vocabulary, Semantic Diversity, Word Learning, Metalinguistics
- Medical subject headings
- Language Development Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Contextual Word Learning InterventionBehavioural
Metalinguistic intervention consisting of meaning generation, explanation and feedback, with semantic diversity varying (no, medium, high).
| Study group | Role | What they receive |
|---|---|---|
| Contextual Word Learning Intervention | Experimental | Intervention will consist of a metalinguistic intervention with novel words (n=9), based on Cain (2007), administered across three sessions, and spaced one week apart. Semantic diversity will vary across items. Receives: Behavioral: Contextual Word Learning Intervention |
What is being measured
The primary outcome is the main question the study is designed to answer.
Measure of Semantic Knowledge (MSK)
Definitions, scored on a 5 point scale, per Duff, 2019 5 Context test questions (yes/no)
Measured: Aim 1a, 1b, 2a, 2b: Administered one week after exposure to novel words Aim 1c, 2c: Administered with untreated words prior to intervention and one week post intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted14 Aug 2023
- Study start17 Apr 2024
- Primary completion1 Apr 2026 (estimated)
- Study completion15 Apr 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- 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
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 100 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Binghamton University
- Sponsor type
- University, hospital or other
- Collaborators
- University of South Carolina
- Responsible party
- Principal investigator, Dawna Duff, Binghamton University
- Investigators
- Dawna M Duff, Principal investigator, Binghamton University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05988190
- Sponsor's protocol ID
- BinghamtonU
- Status last verified
- Aug 2025
- First submitted
- 4 Aug 2023
- Last updated
- 14 Aug 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: Deidentified data will be made available on Open Science Foundation.
Study at a glance
From the registry record, last updated by the sponsor on 14 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Contextual Word Learning in Children With Developmental Language Disorder
- ClinicalTrials.gov ID
- NCT05988190
- Acronym / sponsor ID
- BinghamtonU
- Conditions
- Developmental Language Disorder
- Keywords
- Developmental Language Disorder, Vocabulary, Semantic Diversity, Word Learning, Metalinguistics
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 100 participants (estimated)
- Lead sponsor
- Binghamton UniversityUniversity, hospital or other
- Collaborators
- University of South Carolina
- Study start
- 17 Apr 2024 (actual)
- Primary completion
- 1 Apr 2026 (estimated)
- Study completion
- 15 Apr 2026 (estimated)
- First posted
- 14 Aug 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
Vocabulary achievement impacts important life outcomes such as academic success, vocational options, and earning potential. Developmental language disorder is a common disorder which impacts word learning, both when words are directly taught and when words are learned implicitly after multiple contextual encounters. Contextual word learning is the most common situation in which words are learned, and this typically occurs while reading. As such, interventions which increase the effectiveness of contextual word learning have the potential to meaningfully alter the trajectory of vocabulary growth.
The long term objective of this research program is to develop effective interventions for children with developmental language disorder, which target contextual word learning while reading. The overall aim of this study is to test the effectiveness of an intervention which combines two approaches known to be effective in typical development: metalinguistic training about semantic inferencing, and use of multiple texts with high semantic diversity. Semantic diversity refers to the range of semantic content in texts which contain the novel words. In Aim 1, we test the effectiveness of this novel intervention in children with typical development (n=50), and in Aim 2, we evaluate its effect in children with developmental language disorder (n=50). Participants will complete a three session metalinguistic intervention involving repeated meaning generation, explanation about proposed meanings, and feedback about accuracy. The quality of semantic inferencing about novel words which are untreated (not involved in the intervention) will be measured pre- and post-intervention as a measure of the effect of intervention on the skill of semantic inferencing. Measures of retention of the semantics of words used in intervention will be taken one week after each session, and are expected to increase with more exposure to the metalinguistic intervention. Within sessions, words will be presented in three different semantic diversity contexts: no diversity (repeated stories), medium diversity (unique stories with the same global context), and high diversity (unique stories with different global contexts). Based on prior research about the effect of semantic diversity on word learning in children and adults, we predict that measures of retention of the semantics of words used in intervention are expected to be highest in the high semantic diversity condition.
Results from this study will be used to support an application for a fully powered randomized controlled trial of a contextual word learning intervention for children with DLD, and will inform best practices for children with typical development. The project is innovative because we will examine contextual word learning in developmental language disorders, we will combine two treatment approaches in a novel way, and because we focus not only on the effect on treated words, but also on generalization of the skill of semantic inferencing.
Study design
- Primary purpose
- Basic science
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Contextual Word Learning Intervention | Experimental | Behavioral: Contextual Word Learning InterventionIntervention will consist of a metalinguistic intervention with novel words (n=9), based on Cain (2007), administered across three sessions, and spaced one week apart. Semantic diversity will vary across items. |
Who may qualify
- Ages
- 7 to 11 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (2 listed)
- Aim 1: Standard Score > 90 on Clinical Evaluation of Language Fundamentals - Core Test Language Battery administered in 2nd grade
- Aim 2: Standard Score <= 85 on Clinical Evaluation of Language Fundamentals - Core Test Language Battery administered in 2nd grade
Key exclusion criteria (2 listed)
- hearing impairment
- uncorrected visual impairment
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 |
|---|---|---|
| Contextual Word Learning InterventionMetalinguistic intervention consisting of meaning generation, explanation and feedback, with semantic diversity varying (no, medium, high). | Behavioural | Contextual Word Learning Intervention |
Primary outcome
Measure of Semantic Knowledge (MSK)
Time frame: Aim 1a, 1b, 2a, 2b: Administered one week after exposure to novel words Aim 1c, 2c: Administered with untreated words prior to intervention and one week post intervention
Definitions, scored on a 5 point scale, per Duff, 2019 5 Context test questions (yes/no)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 14 Aug 2025.
- Individual participant dataSharing planned: Yes. Deidentified data will be made available on Open Science Foundation.
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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.
Dawna M Duff principal investigator
Binghamton University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Contextual Word Learning Intervention in people with Developmental Language Disorder, run by Binghamton 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 2 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: looking for participants now, as of the sponsor's last update on 14 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?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Dawna M Duff, PhD (6077774676, dduff@binghamton.edu), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Measure of Semantic Knowledge (MSK) (time frame: Aim 1a, 1b, 2a, 2b: Administered one week after exposure to novel words Aim 1c, 2c: Administered with untreated words prior to intervention and one week post intervention). 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 14 Aug 2025; AzTrials last refreshed its copy on 27 Oct 2026.