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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Abstract:
Children with language disorder frequently experience difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational studies focus on the derivation of meaning within a literacy context. Little is known about whether the practices of Speech and Language Therapists (SLTs) and teachers reflect these findings from the literature. The current paper reports on a survey which gathered information from SLTs and Mainstream Secondary School Teachers (MSSTs), about their current practice concerning vocabulary support for adolescents, aged 11 – 16, who have language disorder. An online questionnaire was distributed through teaching and speech and language therapy professional networks. The aim of the study was to establish which specific strategies were used in practice by SLTs and MSSTs to teach vocabulary to adolescents with language disorder, and which strategies were the most effective. Responses were obtained from 127 SLTs and 47 MSSTs in the UK. SLTs were more likely than MSSTs to teach phonological awareness and semantic feature analysis as strategies for developing vocabulary skills. Both professions used literacy-related strategies as well as strategies for independent word learning such as the derivation of meaning from morphology and context. Increased joint working and training opportunities would further develop the knowledge and skills of both MSSTs and SLTs, enabling theoretically-grounded and relevant vocabulary support for this group of adolescents.
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Keyword:
LB Theory and practice of education; P Philology. Linguistics; RJ Pediatrics
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URL: https://openaccess.city.ac.uk/id/eprint/27135/11/02656590211064541.pdf
https://openaccess.city.ac.uk/id/eprint/27135/3/Teaching%20vocabulary%20to%20adolescents%20with%20language%20disorder.pdf
https://openaccess.city.ac.uk/id/eprint/27135/
https://doi.org/10.1177/02656590211064541
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| 2 |
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| 3 |
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| 4 |
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| 5 |
A systematic review of speech, language and communication interventions for children with Down syndrome from 0 to 6 years
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| 6 |
Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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| 7 |
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| 8 |
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| 9 |
Understanding and Supporting Peer Relationships in Adolescents with Acquired Brain Injury: A Stakeholder Engagement Study
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| 10 |
Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?
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| 11 |
Time for talk: The work of reflexivity in developing empirical understanding of speech and language therapist and nursing interaction on stroke wards
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| 12 |
Preposition Stranding in Spanish–English Code-Switching
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In: Languages; Volume 7; Issue 1; Pages: 45 (2022)
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| 13 |
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| 14 |
Johannes Klatt, Librarian for Oriental Manuscripts at the Royal Library in Berlin from 1872 to 1892
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| 15 |
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| 16 |
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| 17 |
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| 18 |
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| 19 |
A moça tecelã: uma proposta para o ensino de leitura e compreensão textual
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In: Olhares & Trilhas; v. 24 n. 1 (2022): PRÁTICAS DOCENTES NA EDUCAÇÃO BÁSICA: perspectivas teóricas e metodológicas ; 1983-3857 ; 1518-2851 (2022)
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| 20 |
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