The effect of retrieval practice on vocabulary learning for DHH children.

This article investigates whether retrieval practice—a cognitive learning strategy involving active recall—improves expressive vocabulary retention in deaf and hard-of-hearing (DHH) children who use listening and spoken language. In a study with 16 DHH children aged 5 to 8 years, vocabulary words learned through retrieval practice were recalled twice as often two days later compared to words learned through repeated exposure. Additionally, the presence of an additional diagnosis (e.g., Waardenburg Syndrome) and the number of practice rounds needed to first recall a word significantly predicted vocabulary retention, while parental education and aided speech perception scores did not. These findings suggest retrieval practice is a promising, evidence-based instructional strategy for vocabulary learning in DHH children, with implications for educators seeking effective teaching methods tailored to this population.