Explicit and Contextual Vocabulary Intervention: Effects on Word and Definition Learning.

Area of Science:

• Linguistics
• Education
• Psychology

Background:

• Vocabulary acquisition is crucial for academic success.
• Deaf and Hard-of-Hearing (DHH) children often face challenges in language development.
• Effective vocabulary interventions are needed for DHH learners.

Purpose of the Study:

• To examine the impact of a combined explicit and in-context vocabulary intervention on DHH children.
• To compare the effectiveness of in-context activities alone versus a combined approach.
• To assess vocabulary learning, definition understanding, and word use in spontaneous communication.

Main Methods:

• Two single-case studies were conducted with K-second grade DHH children.
• Study 1 used a multiple baseline across content design comparing in-context vs. explicit+in-context instruction.
• Study 2 employed a multiple baseline across participants design for the combined intervention.

Main Results:

• Children in the explicit+in-context condition learned more words rapidly.
• All participants demonstrated improved vocabulary acquisition and definition expression.
• DHH children successfully used new vocabulary in spontaneous communication.

Conclusions:

• A combined explicit and in-context vocabulary intervention is highly effective for DHH children.
• This dual approach supports both breadth and depth of vocabulary learning.
• The findings highlight the importance of integrating direct instruction with meaningful language experiences.