Tags

Type your tag names separated by a space and hit enter

Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study.
Int J Lang Commun Disord. 2008 Nov-Dec; 43(6):662-82.IJ

Abstract

BACKGROUND & AIMS

Preschool and early school-aged children with specific language impairment not only have spoken language difficulties, but also are at risk of future literacy problems. Effective interventions targeting both spoken language and emergent literacy skills for this population are limited. This paper reports a feasibility study of a hybrid language intervention approach that targets vocabulary knowledge and phonological awareness skills within the context of oral narrative, storybook reading, and drill-based games. This study also reports on two novel, experimental assessments that were developed to expand options for measuring changes in lexical skills in children.

METHODS & PROCEDURES

Seventeen children with specific language impairment participated in a pilot within-group evaluation of a hybrid intervention programme. The children's performance at pre- and post-intervention was compared on a range of clinical and experimental assessment measures targeting both spoken language and phonological awareness skills. Each child received intervention for six one-hour sessions scheduled on a weekly basis. Intervention sessions focused on training phonological awareness skills as well as lexical-semantic features of words within the context of oral and storybook narrative and drill-based games.

OUTCOMES & RESULTS

The children significantly improved on clinical measures of phonological awareness, spoken vocabulary and oral narrative. Lexical-semantic and sublexical vocabulary knowledge also significantly improved on the experimental measures used in the study.

CONCLUSIONS

The results of this feasibility study suggest that a larger scale experimental trial of an integrated spoken language and emergent literacy intervention approach for preschool and early school-aged children with specific language impairment is warranted.

Authors+Show Affiliations

Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, Sydney, Australia. n.munro@usyd.edu.auNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

19016130

Citation

Munro, Natalie, et al. "Building Vocabulary Knowledge and Phonological Awareness Skills in Children With Specific Language Impairment Through Hybrid Language Intervention: a Feasibility Study." International Journal of Language & Communication Disorders, vol. 43, no. 6, 2008, pp. 662-82.
Munro N, Lee K, Baker E. Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study. Int J Lang Commun Disord. 2008;43(6):662-82.
Munro, N., Lee, K., & Baker, E. (2008). Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study. International Journal of Language & Communication Disorders, 43(6), 662-82. https://doi.org/10.1080/13682820701806308
Munro N, Lee K, Baker E. Building Vocabulary Knowledge and Phonological Awareness Skills in Children With Specific Language Impairment Through Hybrid Language Intervention: a Feasibility Study. Int J Lang Commun Disord. 2008 Nov-Dec;43(6):662-82. PubMed PMID: 19016130.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study. AU - Munro,Natalie, AU - Lee,Kerrie, AU - Baker,Elise, PY - 2008/11/19/pubmed PY - 2009/1/30/medline PY - 2008/11/19/entrez SP - 662 EP - 82 JF - International journal of language & communication disorders JO - Int J Lang Commun Disord VL - 43 IS - 6 N2 - BACKGROUND & AIMS: Preschool and early school-aged children with specific language impairment not only have spoken language difficulties, but also are at risk of future literacy problems. Effective interventions targeting both spoken language and emergent literacy skills for this population are limited. This paper reports a feasibility study of a hybrid language intervention approach that targets vocabulary knowledge and phonological awareness skills within the context of oral narrative, storybook reading, and drill-based games. This study also reports on two novel, experimental assessments that were developed to expand options for measuring changes in lexical skills in children. METHODS & PROCEDURES: Seventeen children with specific language impairment participated in a pilot within-group evaluation of a hybrid intervention programme. The children's performance at pre- and post-intervention was compared on a range of clinical and experimental assessment measures targeting both spoken language and phonological awareness skills. Each child received intervention for six one-hour sessions scheduled on a weekly basis. Intervention sessions focused on training phonological awareness skills as well as lexical-semantic features of words within the context of oral and storybook narrative and drill-based games. OUTCOMES & RESULTS: The children significantly improved on clinical measures of phonological awareness, spoken vocabulary and oral narrative. Lexical-semantic and sublexical vocabulary knowledge also significantly improved on the experimental measures used in the study. CONCLUSIONS: The results of this feasibility study suggest that a larger scale experimental trial of an integrated spoken language and emergent literacy intervention approach for preschool and early school-aged children with specific language impairment is warranted. SN - 1460-6984 UR - https://www.unboundmedicine.com/medline/citation/19016130/Building_vocabulary_knowledge_and_phonological_awareness_skills_in_children_with_specific_language_impairment_through_hybrid_language_intervention:_a_feasibility_study_ L2 - http://www.tandfonline.com/doi/full/10.1080/13682820701806308 DB - PRIME DP - Unbound Medicine ER -