Lowe Hilary, Henry Lucy, Joffe Victoria L
Division of Language and Communication Science, School of Health Sciences, City, University of London, United Kingdom.
J Speech Lang Hear Res. 2019 Aug 15;62(8):2829-2846. doi: 10.1044/2019_JSLHR-L-18-0337. Epub 2019 Jul 24.
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. Method Seventy-eight adolescents with language disorder, aged 11-14 years, were taught science curriculum words by teachers in class, under 2 conditions: (a) 10 words taught through usual teaching practice and (b) 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, postintervention, 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 postintervention, 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 pre-intervention. At postintervention, 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.
目的 语音语义干预已被证明在小组或个别环境中提高语言障碍儿童的词汇技能方面是有效的。对于在全班授课模式下的语言障碍青少年的词汇干预了解较少。本研究调查了由中学教师在科学课中实施的语音语义词汇干预对语言障碍青少年的有效性。方法 78名11 - 14岁的语言障碍青少年在课堂上由教师教授科学课程词汇，分为两种情况：(a) 通过常规教学实践教授10个单词；(b) 使用一种名为“单词发现”的实验性干预方法教授10个匹配单词，该方法将语音语义活动融入教学大纲。10个类似的对照单词未接受干预。在干预前、干预后和随访时评估单词知识。结果 在干预前，常规教学实践单词和实验单词在单词知识深度和表达性单词使用的测量上没有差异。在干预后，实验单词的知识深度显著大于常规教学实践单词。尽管实验单词的知识深度在随访时仍显著高于干预前，但这种显著优势在随访时未保持。在干预后，实验单词的表达性使用显著大于常规教学实践单词，并且这种显著差异在随访时保持。随着时间的推移，学生对未干预单词的知识深度或表达性使用没有变化，证实了这些结果不是由于成熟或练习效应。结论 实验性干预在增加参与者的单词知识方面比常规教学实践更有效。临床和教学意义包括在青少年时期进行干预的重要性，课堂词汇干预是教师与言语和语言治疗/病理学协作实践的可行选择。
