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Teaching vocabulary to children with wordfinding difficulties using a combined semantic and phonological approach: an efficacy study

Speech and Language Therapy Department, Chichester Priority Care NHS Trust, Graylingwell Hospital, 9 College Lane, Chichester PO19 4FX, UK

Sue Sheach

St. James County Primary School, Chichester

Simon Easton

University of Portsmouth

This study evaluates a combined semantic and phonological approach to teaching vocabulary to children with wordfinding difficulties. Four subjects were treated as single cases for the purpose of measuring their progress from pre-test to maintenance. Target words were chosen according to age of acquisi tion. Naming ability on 80 words was tested pre- and post-intervention and at follow-up. Forty of these words were presented over 10 group teaching sessions in a five-week period, and the remaining 40 served as a control measure. All subjects demonstrated improved naming ability on the 80-word test following the intervention and this was sustained at follow-up.

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