Ansari Rafiah, Chiat Shula, Cartwright Martin, Herman Ros
Department of Language and Communication Science, School of Health and Psychological Sciences, City St George's, University of London, London, United Kingdom.
Department of Health Services Research and Management, School of Health and Psychological Sciences, City St George's, University of London, London, United Kingdom.
Front Psychol. 2025 Mar 19;16:1517311. doi: 10.3389/fpsyg.2025.1517311. eCollection 2025.
Developmental language disorder (DLD) is a neurodevelopmental condition often characterised by vocabulary difficulties that lead to academic and social challenges. The acquisition of vocabulary is a complex, dynamic process of mapping word sound (phonology) to meaning (semantics) supported by contextual cues; a complexity that vocabulary interventions need to address. To understand the key features and impact of such interventions, a systematic review of word-learning studies involving children aged 5-11 with DLD was conducted.
A structured search covered seven electronic databases for the period 1990-2023. In addition, the reference lists of identified studies were searched manually. Studies were appraised for quality and data was extracted relating to word-learning effectiveness and intervention characteristics. Findings were reported as written summaries and quantitative data ranges.
Sixteen relevant studies were identified with most appraised as medium quality. Interventions tended to be delivered individually in school by speech and language therapists. The most common outcome measure was expressive target-word tests, such as picture naming and word definitions. Interventions explicitly targeting phonological and semantic word features had the most high-quality studies reporting significant vocabulary gain. The inclusion of stories to provide context implicitly during phonological and semantic interventions was beneficial, though stories alone were less effective. Specificity in learning was noted across studies. Gains did not generally transfer to non-targeted words and showed depreciation following therapy. Intervention responses were influenced by children's language profiles. For example, children with more severe language difficulties were less responsive to contextual cues during story reading and were more distracted by extraneous music during multimedia-supported word learning.
Whilst the available studies have limitations in range and quality, they do suggest some benefits of combining explicit and implicit vocabulary strategies and considering children's presenting profiles. Implications for practitioners supporting the individual needs of children with DLD are discussed. This includes addressing issues with the generalization and maintenance of vocabulary gains by targeting the most relevant words and encouraging recall and self-management strategies. Further research should explore the influence of home-school carryover.
https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022327345, PROSPERO, Reg: CRD42022327345.
发育性语言障碍（DLD）是一种神经发育状况，通常表现为词汇方面的困难，进而导致学业和社交方面的挑战。词汇习得是一个复杂的动态过程，即通过语境线索将单词发音（音系学）映射到意义（语义学）；词汇干预需要应对这种复杂性。为了解此类干预的关键特征和影响，我们对涉及5至11岁患有发育性语言障碍儿童的单词学习研究进行了系统综述。
进行结构化检索，涵盖1990年至2023年期间的七个电子数据库。此外，还手动检索了已确定研究的参考文献列表。对研究质量进行评估，并提取与单词学习效果和干预特征相关的数据。研究结果以书面总结和定量数据范围的形式呈现。
确定了16项相关研究，大多数评估为中等质量。干预措施往往由言语和语言治疗师在学校单独实施。最常见的结果测量方法是表达性目标单词测试，如画图命名和单词定义。明确针对单词音系和语义特征的干预措施，有最多高质量研究报告词汇量显著增加。在音系和语义干预期间隐含地包含故事以提供语境是有益的，不过仅靠故事效果较差。各项研究均指出学习具有特异性。学习成果一般不会迁移到非目标单词上，且在治疗后会出现消退。干预反应受儿童语言特征的影响。例如，语言困难较严重的儿童在故事阅读过程中对语境线索的反应较差，在多媒体辅助单词学习过程中更容易被无关音乐分散注意力。
虽然现有研究在范围和质量上存在局限性，但它们确实表明了结合明确和隐含词汇策略以及考虑儿童现有特征的一些益处。讨论了对支持发育性语言障碍儿童个体需求的从业者的启示。这包括通过针对最相关的单词以及鼓励回忆和自我管理策略来解决词汇习得的泛化和维持问题。进一步的研究应探讨家庭 - 学校延续性的影响。
