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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists Lowe, H.; Henry, L.; Wallinger, J.. - : SAGE Publications, 2022 BASE Show details 2 Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists Joffe, V.; Wallinger, J.; Henry, L.. - : Sage, 2022 BASE Show details 3 The effectiveness of classroom vocabulary intervention for adolescents with language disorder Lowe, H.; Henry, L.; Joffe, V.. - : American Speech-Language-Hearing Association, 2019 Abstract: Purpose Phonological-semantic intervention has been shown to be effective in enhancing the vocabulary skills of children with language disorder in small-group or individual settings. Less is known about vocabulary interventions for adolescents with language disorder in whole-class models of delivery. The current study investigated the effectiveness of phonological-semantic vocabulary intervention for adolescents with language disorder, delivered by secondary school teachers within science lessons. Methods Seventy-eight adolescents with language disorder, aged 11 – 13 years, were taught science curriculum words by teachers in class, under two conditions: 1) 10 words taught through usual teaching practice; and 2) 10 matched words taught using an experimental intervention known as Word Discovery, which embedded phonological-semantic activities into the teaching of the syllabus. Ten similar control words received no intervention. Word knowledge was assessed pre-intervention, post-intervention, and follow-up. Results At pre-intervention, measures of depth of word knowledge and expressive word use did not differ between usual teaching practice and experimental words. At post-intervention, depth of knowledge of experimental words was significantly greater than that of usual teaching practice words. This significant advantage was not maintained at follow-up, although depth of knowledge for experimental words remained significantly higher at follow-up than at preintervention. At post-intervention, expressive use of experimental words was significantly greater than that of usual teaching practice words, and this significant difference was maintained at follow-up. There was no change in students’ depth of knowledge or expressive use of no-intervention words over time, confirming that the findings were not due to maturity or practice effects. Conclusion The experimental intervention was more effective than usual teaching practice in increasing the word knowledge of participants. Clinical and teaching implications include the importance of intervening during the adolescent years, with classroom vocabulary intervention being a viable option for collaborative teacher and speech and language therapy/pathology practice. Keyword: P Philology. Linguistics; RJ101 Child Health. Child health services URL: https://openaccess.city.ac.uk/id/eprint/22105/1/Vocab_Intervention%20study%20paper%20April%202019_Lowe%20et%20al.pdf https://doi.org/10.1044/2019_JSLHR-L-18-0337 https://openaccess.city.ac.uk/id/eprint/22105/ BASE Hide details 4 The Effectiveness of Classroom Vocabulary Intervention for Adolescents with Language Disorder Lowe, H.. - 2018 BASE Show details 5 Increasing adolescents' depth of understanding of cross-curriculum words: an intervention study Spencer, S.; Clegg, J.; Lowe, H.. - : Wiley, 2017 BASE Show details 6 Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder Lowe, H.; Joffe, V.. - 2017 BASE Show details 7 Vocabulary intervention for adolescents with language disorder: a systematic review Lowe, H.; Henry, L.; Muller, L-M.. - : Wiley, 2017 BASE Show details 8 Increasing adolescents' depth of understanding of cross-curriculum words: an intervention study. Spencer, S.; Clegg, J.; Lowe, H.. - : Wiley, 2017 BASE Show details

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