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Vocabulary interventions for children with developmental language disorder: a systematic review
Rafiah Ansari1, Shula Chiat1, Martin Cartwright2
1Department of Language and Communication Science, School of Health and Psychological Sciences, City St George's, University of London, London, United Kingdom.
Frontiers in Psychology
|April 3, 2025
Summary
Children with developmental language disorder (DLD) benefit from vocabulary interventions combining explicit and implicit strategies. Tailoring interventions to individual needs improves word learning and retention for children with DLD.
Area of Science:
- Linguistics
- Developmental Psychology
- Speech-Language Pathology
Background:
- Developmental language disorder (DLD) presents significant vocabulary acquisition challenges, impacting academic and social development.
- Vocabulary acquisition involves mapping phonology and semantics, a complex process requiring effective intervention strategies.
- A systematic review was conducted to analyze word-learning interventions for children aged 5-11 with DLD.
Purpose of the Study:
- To systematically review word-learning interventions for children with DLD.
- To identify key features and assess the effectiveness of these interventions.
- To understand the impact of intervention characteristics on vocabulary gains.
Main Methods:
- A systematic search of seven electronic databases (1990-2023) and reference lists.
- Quality appraisal of identified studies and extraction of data on intervention effectiveness and characteristics.
- Findings synthesized through written summaries and quantitative data ranges.
Main Results:
- Sixteen medium-quality studies were identified, primarily individual school-based interventions by speech-language therapists.
- Interventions targeting phonological and semantic features, with contextual support (e.g., stories), showed the most significant vocabulary gains.
- Vocabulary gains were specific to targeted words, often depreciated post-therapy, and influenced by children's language profiles.
Conclusions:
- Combining explicit and implicit vocabulary strategies, tailored to individual needs, appears beneficial for children with DLD.
- Addressing generalization and maintenance of vocabulary is crucial, suggesting targeted word selection and self-management strategies.
- Further research is needed on home-school carryover to enhance vocabulary intervention outcomes.
Keywords:
child language acquisitiondevelopmental language disordersystematic reviewvocabulary interventionsword learningMore Related Videos
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