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Child Language Teaching and Therapy
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Semantic intervention to support word recognition: a single-case study

Courtenay Frazier Norbury

University of Oxford, courtenay.norbury{at}psy.ox.ac.uk

Shula Chiat

City University, London

Research on children’s reading has emphasized the importance of phono-logical processing. This study set out to investigate the contribution semantic intervention might make to word recognition in an 8-year old child with language impairment, WS, who exhibited weak phonological skills and relative strengths in semantic processing.

Words selected for the study were divided into a treatment group and a no treatment control group. Words in the treatment group were sub-divided into targets, which received active semantic processing intervention, and foils, which received exposure only. Following intervention, target words were read significantly better than controls. This improvement was maintained at follow-up.

The results of this study lend tentative support to the idea that intervention emphasizing semantic processing may integrate a range of strategies to support phonological processing.

Child Language Teaching and Therapy, Vol. 16, No. 2, 141-163 (2000)
DOI: 10.1177/026565900001600203
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