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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
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Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study
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Eyewitness identification in child witnesses on the autism spectrum
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Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews
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Vocabulary intervention for adolescents with language disorder: a systematic review
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Abstract:
Background: Language disorder and associated vocabulary difficulties can persist into adolescence, and can impact on long-term life outcomes. Previous reviews have shown that a variety of intervention techniques can successfully enhance students’ vocabulary skills; however, none has investigated vocabulary intervention specifically for adolescents with language disorder. Aims: To carry out a systematic review of the literature on vocabulary interventions for adolescents with language disorder. Methods & Procedures: A systematic search of 14 databases and other sources yielded 1320 studies, of which 13 met inclusion criteria. Inclusion criteria were: intervention effectiveness studies with a focus on enhancing oral receptive and/or expressive vocabulary skills in the study's aims; participants in the age range 11;0–16;11 with receptive and/or expressive language difficulties of any aetiology. Main Contribution: There was a high degree of diversity between studies. Types of intervention included: semantic intervention (four studies); comparison of phonological versus semantic intervention (two); and combined phonological–semantic intervention (seven). The strongest evidence for effectiveness was found with a combined phonological–semantic approach. The evidence suggested a potential for all models of delivery to be helpful (individual, small group and whole class). Conclusions & Implications: Tentative evidence is emerging for the effectiveness of a phonological–semantic approach in enhancing the vocabulary skills of adolescents who have language disorder. Future research needs to refine and develop the methodologies used in this diverse group of studies in order to replicate their findings and to build consensus.
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URL: https://doi.org/10.1111/1460-6984.12355 https://openaccess.city.ac.uk/id/eprint/18543/1/Lowe_et-AL_2017_Vocabulary_SR_2017_IJLCD.pdf https://openaccess.city.ac.uk/id/eprint/18543/
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Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?
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Hearing and Balance Disorders in the State of Hawai‘i: Demographics and Demand for Services
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Developmental delays in speech coding among children with Down syndrome and William’s syndrome
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The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments
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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study
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Executive functioning and verbal fluency in children with language difficulties
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