Ohio State University, Columbus, OH, USA.
Int J Lang Commun Disord. 2014 May-Jun;49(3):288-303. doi: 10.1111/1460-6984.12072. Epub 2013 Dec 2.
This study examined vocabulary intervention-in terms of targets and techniques-for children with language impairment receiving speech-language therapy in public schools (i.e., non-fee-paying schools) in the United States. Vocabulary treatments and targets were examined with respect to their alignment with the empirically validated practice of rich vocabulary intervention. Participants were forty-eight 5-7-year-old children participating in kindergarten or the first-grade year of school, all of whom had vocabulary-specific goals on their individualized education programmes. Two therapy sessions per child were coded to determine what vocabulary words were being directly targeted and what techniques were used for each. Study findings showed that the majority of words directly targeted during therapy were lower-level basic vocabulary words (87%) and very few (1%) were academically relevant. On average, three techniques were used per word to promote deep understanding. Interpreting findings against empirical descriptions of rich vocabulary intervention indicates that children were exposed to some but not all aspects of this empirically supported practice.
本研究在美国的公立学校（即非付费学校）中，针对接受言语语言治疗的语言障碍儿童，考察了词汇干预（从目标和技术两方面来看）。词汇治疗和目标的考察均参照了丰富词汇干预的实证验证实践。参与者是 48 名 5-7 岁的儿童，他们都参加了幼儿园或一年级的课程，他们的个别教育计划中都有特定词汇方面的目标。对每个孩子的两次治疗课程进行了编码，以确定直接针对哪些词汇以及为每个词汇使用了哪些技术。研究结果表明，治疗过程中直接针对的大多数词汇是较低层次的基本词汇（87%），而很少（1%）是与学术相关的词汇。平均而言，每个词汇使用三种技术来促进对词汇的深入理解。根据丰富词汇干预的实证描述来解释研究结果表明，儿童接触到了该实证支持实践的一些方面，但不是所有方面。
