Understanding and supporting word learning in children with developmental language disorder: the role of verbal working memory and lexical knowledge

Calabrese, P. (2026) Understanding and supporting word learning in children with developmental language disorder: the role of verbal working memory and lexical knowledge. PhD thesis, University of Reading. doi: 10.48683/1926.00129326

Abstract/Summary

Children with Developmental Language Disorder (DLD) often show reduced vocabulary knowledge, which can negatively affect social development and academic performance. However, the mechanisms underlying this difficulty in DLD remain poorly understood, limiting the development of targeted interventions. This thesis addresses this gap through three studies investigating word learning challenges in children with DLD and evaluating an intervention targeting the cognitive mechanisms involved. Study 1, a meta-analysis of 46 studies, found that the encoding stage poses significant challenges for children with DLD, while consolidation and reconsolidation appeared relatively intact. Encoding difficulties were moderated by participant’s lexical knowledge and verbal short-term memory. Building on these findings, Study 2 examined the effects of a word encoding intervention for DLD through a single-case experimental design. The intervention included two blocks: one focused on lexical strategies and the other on verbal working memory. Results showed successful acquisition of lexical strategies, improvements in verbal working memory, and gains in word encoding outcomes across all seven children. The contribution of each block appeared different based on the intervention order and participants’ profiles. Study 3 focused on a qualitative exploration of intervention acceptability based on the Theoretical Framework of Acceptability (Sekhon et al., 2017). Interviews with five children, four parents, and one teacher indicated acceptability of the intervention. However, factors such as setting influenced perceived burden and costs. Differences between parents’ and children’s experiences underscored the importance of involving multiple stakeholders. This thesis offers insights into the mechanisms underlying word learning in children with DLD and a potential intervention approach targeting word encoding. The acceptability study ensured that children’s views were represented and offered insights into methods, barriers and facilitators for eliciting perspectives of people with DLD. These findings provide foundations for future research on word learning in DLD and support the development and implementation of effective and accessible interventions targeting this domain.

Item Type	Thesis (PhD)
URI	https://centaur.reading.ac.uk/id/eprint/129326
Identification Number/DOI	10.48683/1926.00129326
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences
Date on Title Page	September 2025
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