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Frey, Nathalie; Lüke, Carina – Child Language Teaching and Therapy, 2023
Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and…
Descriptors: Vocabulary Development, Academic Language, Nonverbal Communication, Elementary School Students
Chen, Yuchun; Lin, Wen-Jing – Child Language Teaching and Therapy, 2022
Background: Children with developmental language disorder (DLD) demonstrate deficits in vocabulary development and novel word learning processes, which have been proposed to stem from their speech perception deficits. Aims: This study had two aims. The first was to evaluate the efficacy of an intervention incorporating a computer-based phonetic…
Descriptors: Intervention, Phonetics, Vocabulary Development, Language Impairments
Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry; King, Colin; Friesen, Deanna; Archibald, Lisa M. D. – Child Language Teaching and Therapy, 2021
There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on…
Descriptors: Decoding (Reading), Reading Instruction, Teaching Methods, Program Evaluation
McDowell, Kimberly D.; Carroll, Jeri – Child Language Teaching and Therapy, 2012
The purpose of this study was twofold: (1) to examine the relations between speech sound accuracy, vocabulary, and phonological awareness, and (2) to examine the effect of word properties of neighborhood density and phonotactic probability on word learning within a storybook context, for children with and without speech sound inaccuracies. Fifty…
Descriptors: Vocabulary, Speech Impairments, Accuracy, Vocabulary Development
Steele, Sara C.; Mills, Monique T. – Child Language Teaching and Therapy, 2011
The purpose of this article is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional…
Descriptors: Evidence, Educational Strategies, Intervention, Language Impairments