Teaching receptive vocabulary to children with specific language impairment: a curriculum-based approach

Stephen D. Parsons · James Law · Marie Gascoigne

48 citations0/0 files storedChild Language Teaching and Therapy

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Language Development and Disorders Reading and Literacy Development Behavioral and Psychological Studies

Abstract

Children with specific language impairment (SLI) frequently experience difficulties with understanding vocabulary and are subsequently academically disadvantaged. This study describes a curriculum-based assessment and therapy technique and its implementation with two children with language difficulties. Mathematical vocabulary that the children did not understand was randomly allocated to either the treatment or the control conditions. Over a period of seven to eight weeks, two boys were individually taught 18 words each. Each word was taught in one session only. The intervention was found to be effective for both children. The results of this study have implications for the rate of teaching of receptive vocabulary, the role of speech and language therapy in schools and the assessment of receptive vocabulary.

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References

2007The Handbook of Child Language 1993The Lexicon in Acquisition 1991The Nature of Vocabulary Acquisition 1980Age-of-acquisition, imagery, concreteness, familiarity, and ambiguity measures for 1,944 words 2010Test for Reception of Grammar 1978The child as word learner 2000Prevalence and natural history of primary speech and language delay: findings from a systematic review of the literature 1994Frequency of Input Effects on Word Comprehension of Children With Specific Language Impairment

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2010Intervention for mixed receptive–expressive language impairment: a review 2017Effectiveness of vocabulary intervention for older children with (developmental) language disorder 2013The ‘robustness’ of vocabulary intervention in the public schools: targets and techniques employed in speech–language therapy 2016Effectiveness of 1:1 speech and language therapy for older children with (developmental) language disorder 2016Oral language skills intervention in pre‐school—a cautionary tale

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