A Vocabulary Intervention Program for Older Students

Q4 Social Sciences
C. Westby
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引用次数: 0

Abstract

Children with developmental language disorder (DLD) frequently have difficulties with word learning and understanding vocabulary. This can significantly impact social interactions, daily activities, and academic progress. Although there is literature providing a rationale for targeting word learning in such children, there is little evidence for the effectiveness of specific interventions in this area for children with identified DLD and particularly for older children. The purpose of this study was to establish whether direct one-to-one intervention for children with DLD over 9 years of age leads to improved abilities to identify, comprehend, define, and use nouns and verbs targeted in intervention compared with non-targeted control items and whether the participants’ rating of their own knowledge of the words changes with intervention.
针对老年学生的词汇干预计划
患有发展性语言障碍(DLD)的儿童通常在词汇学习和理解方面存在困难。这会对社会交往、日常活动和学业进步产生重大影响。虽然有文献提供了针对这些儿童的单词学习的基本原理,但很少有证据表明,在这一领域,对于已确定的DLD儿童,特别是对于年龄较大的儿童,具体干预措施的有效性。本研究的目的是确定对9岁以上的DLD儿童进行一对一的直接干预,与非目标对照项目相比,是否能提高干预中目标名词和动词的识别、理解、定义和使用能力,以及参与者对自己对这些单词的认知评分是否会随着干预而改变。
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来源期刊
Word of Mouth
Word of Mouth Social Sciences-Education
CiteScore
0.10
自引率
0.00%
发文量
27
期刊介绍: ...helps frontline clinicians keep up with the latest trends in working with school-age children. Each 16-page issue of bare-bones, down-to-earth information includes reviews, resources, idea swap, and short bits.
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