Vocabulary Intervention: A National Survey of School-Based Speech-Language Pathologists

被引：8

作者：

Steele, Sara C. ^{[1
]}

机构：

[1] St Louis Univ, St Louis, MO 63103 USA

来源：

COMMUNICATION DISORDERS QUARTERLY | 2020年 / 41卷 / 03期

关键词：

language impairment; language disorder; vocabulary; intervention; school-age; LEARNING-SKILLS; AGE-CHILDREN; INSTRUCTION; IMPAIRMENT; ADOLESCENTS; DISORDERS; INTENSITY; KNOWLEDGE;

D O I：

10.1177/1525740119827008

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

This study documented the perspectives of school-based speech-language pathologists (SLPs) who provide vocabulary intervention to students with language impairment. SLPs (n = 357) working in school settings completed an online survey that included multiple choice, multiple answer, and open-ended questions about service delivery, intervention approaches, and teaching techniques and activities. Percentages, frequency counts, and a qualitative analysis of open-ended questions created a broad account of vocabulary intervention practices. Results showed that SLPs use a variety of approaches and techniques to address vocabulary deficits in school-age children.

引用

页码：151 / 161

页数：11

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