The current study aimed to compare the effectiveness of massed versus distributed practice in improving novel word learning in typical children between the ages of 4-7 years. The study involved twenty-four monolingual children who participated in a six-week word learning program, which included a baseline test, an immediate retention test, and four delayed retention tests. The results showed that distributed practice was more effective than massed practice in improving word learning in children. Theoretical frameworks support the findings, including encoding variability, deficient processing, reconstruction, and study-phase retrieval theories. The current study can help inform clinical decision-making for Speech-Language Pathologists working with children, providing evidence that distributed practice is more effective than massed practice in improving word learning in children.