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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 BASE Show 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 Abstract: Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole-class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological-semantic approach, and 10 matched same-topic words were taught using routine teaching practice. Progress was made post-intervention in word knowledge of both low-frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological-semantic word-learning approach favourably. Keyword: P Philology. Linguistics URL: https://openaccess.city.ac.uk/id/eprint/18039/ https://openaccess.city.ac.uk/id/eprint/18039/1/Support_for_Learning_2017_LOWE-JOFFE_FINAL.pdf https://doi.org/10.1111/1467-9604.12157 BASE Hide 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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