BilingualismNCT07600242
Word Learning in Bilingual Typical and Late Talking Children: The Role of Meaning and Input
A study testing Large Semantic Category Condition and Small Semantic Category Condition in people with Bilingualism and Vocabulary Acquisition, run by Boston University Charles River Campus at 1 site in United States.
Trial summary
The goal of this clinical trial is to understand how different types of word categories, along with the language children hear from their parents, support bilingual toddlers' word learning. Read more about this study
- Who is it for?
- Ages 24 to 30 monthsHealthy volunteers can take part
- Conditions the study is for
- Bilingualism, Vocabulary Acquisition, Late Talkers
- What is being tested?
- Large Semantic Category Condition and Small Semantic Category Condition
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 80 participants
- Where
- 1 siteUnited States
- Study dates
- 16 Dec 2025to 31 Jul 2029
- 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 24 to 30 months
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- At least 10% exposure to both English and Spanish or at least 90% exposure to English and another language
Who cannot join
- Hearing impairment
- Uncorrected visual impairment
- Neurological impairment
- Genetic syndromes
- Neurodevelopmental disabilities (e.g. autism)
- More than 10% exposure to a language other than English or Spanish
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
Boston University
Boston, Massachusetts, 02215
Kimberly Crespo, PhD, CCC-SLP, (617) 358-0790, kcrespo@bu.edu
Kimberly Crespo, PhD, CCC-SLP
About this study
Official title: Dual Language Input, Semantic Structure and Word Learning in Typically Developing and Late Talking Bilingual Children
The goal of this clinical trial is to understand how different types of word categories, along with the language children hear from their parents, support bilingual toddlers' word learning. This study will address two main questions: (1) How are the words toddlers know related to the words their parents use? and (2) How does what toddlers already know help them learn new words in two languages? The investigators will compare bilingual toddlers with typical development to those with language delay to determine whether they learn new words in similar ways.
Children's vocabulary knowledge will be assessed using standardized parent-report checklists. To examine how different types of categories support learning, the study will focus on two early-acquired categories: animals and clothing. The investigators will compare what parents report about their children's vocabulary with how children learn new words within each category.
To understand the role of parent input, children and their parents will engage in shared book reading and play activities using materials from one of the target categories. Parent-child interactions will be video recorded. Children will also complete an eye-tracking task in which they learn new words in two languages within the same category.
- Conditions
- Bilingualism, Vocabulary Acquisition, Late Talkers, Network Science
- Being tested
- Large Semantic Category Condition, Small Semantic Category Condition
- Keywords
- bilingualism, late talkers, parent input, toddlers, word learning, vocabulary
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Large Semantic Category ConditionBehavioural
Participants will learn new words that refer to objects that belong to a category from which toddlers know many words (i.e., animals). They will learn new animal words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages.
Participants and their parents will also read books about animals and play with animal toy sets.
Small Semantic Category ConditionBehavioural
Participants will learn new words that refer to objects that belong to a category from which toddlers know few words (i.e., clothing). They will learn new clothing words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages.
Participants and their parents will also read books about clothes and play with toy sets that include clothing.
| Study group | Role | What they receive |
|---|---|---|
| Toddlers with typical language development | Experimental | Children who have typical vocabulary sizes and do not have a history of hearing or vision impairment, neurodevelopmental disorders, or neurological or cognitive delays/disorders. Receives: Behavioral: Large Semantic Category Condition; Behavioral: Small Semantic Category Condition |
| Toddlers with language delay | Experimental | Children whose vocabulary size is atypically small for their age in the absence of hearing impairment, neurodevelopmental disorders, or other cognitive delays. Receives: Behavioral: Large Semantic Category Condition; Behavioral: Small Semantic Category Condition |
What is being measured
The primary outcome is the main question the study is designed to answer.
Word learning
The researchers will assess learning through participants' looking behavior via experimental eye-tracking paradigms. Specifically, the researchers will measure how accurately and quickly participants look to the target object after hearing its name.
Measured: Day 1
Vocabulary Network Properties
The researchers will characterize participants' vocabulary size and structure using the MacArthur-Bates Communicative Development Inventories (MB-CDI). Vocabulary size will be calculated using the raw number of words produced (range: 0-680 words) and their age-matched percentile score from the MB-CDI (range: 0-100). Higher scores indicate larger vocabulary sizes.The researchers will also calculate how many words each participant knows in in two categories on the MB-CDI (i.e., animals [0-43 words] and tools [0-28 words]) across the languages they are learning (i.e., English and Spanish). Network properties may include the number of words in a category and the number of connections between words in a category.
Measured: Day 1
Parent Language Input
The researchers will calculate the number of words the parent says to their child during book reading and toy play activities. Language input will be defined as the total number of nouns and verbs (tokens) and the number of unique nouns and verbs (types).
Measured: Day 1
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 May 2026
- Study start16 Dec 2025
- Primary completion31 Jul 2028 (estimated)
- Study completion31 Jul 2029 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for BilingualismStudies 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
- Randomised
- Intervention model
- Parallel groups
- Model description
- A mixed-factor design where each child will be randomly assigned to one of two word learning conditions (animal or clothing). Within each condition, children will learn words in single and dual language conditions. The clinical group (toddlers with late talking) is compared to the control group (toddlers with typical development) on these conditions.
- Masking
- None (open label)
- Enrolment
- 80 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Boston University Charles River Campus
- Sponsor type
- University, hospital or other
- Collaborators
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Responsible party
- Principal investigator, Kimberly Crespo, Boston University Charles River Campus
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07600242
- Sponsor's protocol ID
- K23DC022006
- Other IDs
- K23DC022006
- Status last verified
- May 2026
- First submitted
- 7 May 2026
- Last updated
- 20 May 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Study at a glance
From the registry record, last updated by the sponsor on 20 May 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Dual Language Input, Semantic Structure and Word Learning in Typically Developing and Late Talking Bilingual Children
- ClinicalTrials.gov ID
- NCT07600242
- Acronym / sponsor ID
- K23DC022006
- Conditions
- Bilingualism, Vocabulary Acquisition, Late Talkers, Network Science
- Keywords
- bilingualism, late talkers, parent input, toddlers, word learning, vocabulary
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 80 participants (estimated)
- Lead sponsor
- Boston University Charles River CampusUniversity, hospital or other
- Collaborators
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Study start
- 16 Dec 2025 (actual)
- Primary completion
- 31 Jul 2028 (estimated)
- Study completion
- 31 Jul 2029 (estimated)
- First posted
- 20 May 2026 (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.
The goal of this clinical trial is to understand how different types of word categories, along with the language children hear from their parents, support bilingual toddlers' word learning. This study will address two main questions: (1) How are the words toddlers know related to the words their parents use? and (2) How does what toddlers already know help them learn new words in two languages? The investigators will compare bilingual toddlers with typical development to those with language delay to determine whether they learn new words in similar ways.
Children's vocabulary knowledge will be assessed using standardized parent-report checklists. To examine how different types of categories support learning, the study will focus on two early-acquired categories: animals and clothing. The investigators will compare what parents report about their children's vocabulary with how children learn new words within each category.
To understand the role of parent input, children and their parents will engage in shared book reading and play activities using materials from one of the target categories. Parent-child interactions will be video recorded. Children will also complete an eye-tracking task in which they learn new words in two languages within the same category.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- A mixed-factor design where each child will be randomly assigned to one of two word learning conditions (animal or clothing). Within each condition, children will learn words in single and dual language conditions. The clinical group (toddlers with late talking) is compared to the control group (toddlers with typical development) on these conditions.
| Arm | Type | Receives |
|---|---|---|
| Toddlers with typical language development | Experimental | Behavioral: Large Semantic Category Condition, Behavioral: Small Semantic Category ConditionChildren who have typical vocabulary sizes and do not have a history of hearing or vision impairment, neurodevelopmental disorders, or neurological or cognitive delays/disorders. |
| Toddlers with language delay | Experimental | Behavioral: Large Semantic Category Condition, Behavioral: Small Semantic Category ConditionChildren whose vocabulary size is atypically small for their age in the absence of hearing impairment, neurodevelopmental disorders, or other cognitive delays. |
Who may qualify
- Ages
- 24 to 30 months
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (1 listed)
- At least 10% exposure to both English and Spanish or at least 90% exposure to English and another language
Key exclusion criteria (6 listed)
- Hearing impairment
- Uncorrected visual impairment
- Neurological impairment
- Genetic syndromes
- Neurodevelopmental disabilities (e.g. autism)
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 |
|---|---|---|
| Large Semantic Category ConditionParticipants will learn new words that refer to objects that belong to a category from which toddlers know many words (i.e., animals). They will learn new animal words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about animals and play with animal toy sets. | Behavioural | Toddlers with language delay, Toddlers with typical language development |
| Small Semantic Category ConditionParticipants will learn new words that refer to objects that belong to a category from which toddlers know few words (i.e., clothing). They will learn new clothing words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about clothes and play with toy sets that include clothing. | Behavioural | Toddlers with language delay, Toddlers with typical language development |
Primary outcome
Word learning
Time frame: Day 1
The researchers will assess learning through participants' looking behavior via experimental eye-tracking paradigms. Specifically, the researchers will measure how accurately and quickly participants look to the target object after hearing its name.
Vocabulary Network Properties
Time frame: Day 1
The researchers will characterize participants' vocabulary size and structure using the MacArthur-Bates Communicative Development Inventories (MB-CDI). Vocabulary size will be calculated using the raw number of words produced (range: 0-680 words) and their age-matched percentile score from the MB-CDI (range: 0-100). Higher scores indicate larger vocabulary sizes.The researchers will also calculate how many words each participant knows in in two categories on the MB-CDI (i.e., animals [0-43 words] and tools [0-28 words]) across the languages they are learning (i.e., English and Spanish). Network properties may include the number of words in a category and the number of connections between words in a category.
Parent Language Input
Time frame: Day 1
The researchers will calculate the number of words the parent says to their child during book reading and toy play activities. Language input will be defined as the total number of nouns and verbs (tokens) and the number of unique nouns and verbs (types).
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 20 May 2026.
- Individual participant dataSharing planned: Undecided
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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.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Large Semantic Category Condition and Small Semantic Category Condition in people with Bilingualism and Vocabulary Acquisition, run by Boston University Charles River Campus 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 1 inclusion and 6 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 20 May 2026. 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?
Each site lists its own contact: choose the nearest one under Trial locations. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Word learning (time frame: Day 1). The study lists 3 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 20 May 2026; AzTrials last refreshed its copy on 6 Nov 2026.