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Child Language Teaching and Therapy
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Teaching receptive vocabulary to children with specific language impairment: a curriculum-based approach

Stephen Parsons

Children's Speech and Language Therapy, City and Hackney Teaching Primary Care Trust

James Law

Marie Gascoigne

Department of Language and Communication Science, City University

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.

Child Language Teaching and Therapy, Vol. 21, No. 1, 39-59 (2005)
DOI: 10.1191/0265659005ct280oa
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S. H. Ebbels, H. K. J. van der Lely, and J. E. Dockrell
Intervention for Verb Argument Structure in Children With Persistent SLI: A Randomized Control Trial
J Speech Lang Hear Res, October 1, 2007; 50(5): 1330 - 1349.
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