For a study, the researchers began to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help the children learn words more accurately and efficiently. Researchers analyzed the information from 4 of the researches that employed the same types of participants (4 and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. Across the study, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were more significant for those with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. Overall, the research supported the continued refinement of these types of repeated spaced retrieval procedures, as they may have the potential to serve as practical approaches to intervention. Children with DLD were often described as showing deficits in morphosyntax, but weaknesses in vocabulary were also widespread.