Steele Sara C, Mills Monique T
Saint Louis University.
The Ohio State University.
Child Lang Teach Ther. 2011 Nov 1;27(3):354-370. doi: 10.1177/0265659011412247.
The purpose of this paper is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional strategies from research in mainstream and special education is summarised, and suggestions for vocabulary intervention activities that facilitate deep word knowledge are provided. Suggestions for choosing appropriate vocabulary, using strategies during direct intervention, and conducting activities that increase depth of vocabulary knowledge are included.
本文旨在提供证据，以支持对患有语言障碍（LI）的小学适龄儿童进行直接词汇干预的实践。通过回顾典型和非典型的词汇习得情况，概述了对患有语言障碍的儿童进行直接词汇干预的基本原理，总结了主流教育和特殊教育研究中的教学策略证据，并提供了有助于深入掌握词汇知识的词汇干预活动建议。其中包括选择合适词汇、在直接干预过程中运用策略以及开展增加词汇知识深度的活动的建议。
