Effectiveness of a Group Intervention for Lexical Enrichment in 6-to-10-Year-Old Children with Developmental Language Disorder

Autor/inn/en	Ardanouy, Estelle; Delage, Hélène; Zesiger, Pascal
Titel	Effectiveness of a Group Intervention for Lexical Enrichment in 6-to-10-Year-Old Children with Developmental Language Disorder
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 3, S.218-233 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardanouy, Estelle) ORCID (Delage, Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590231188523
Schlagwörter	Intervention; Language Impairments; Vocabulary Development; Developmental Delays; Semantics; Phonology; Word Lists; Comparative Analysis; Teaching Methods; French; Language Acquisition; Children; Clinical Diagnosis; Language Enrichment + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatzarbeit; Entwicklungsverzögerung; Semantik; Fonologie; Wortliste; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Sprachaneignung; Spracherwerb; Child; Kind; Kinder
Abstract	Many children with developmental language disorder (DLD) have a vocabulary deficit. One of the most effective interventions for increasing children's lexicon size is the semantic and phonological approach, an approach that has been used mainly with adolescents. The goals of our study are (1) to test whether the semantic-phonological approach coupled with rich vocabulary instruction is effective with younger children with DLD on words learned during the training and (2) to check whether the gains can be maintained over the long term. A group of eight French-speaking children (aged 6 to 10), with a diagnosis of DLD, underwent a phonological-semantic group intervention over 5 months. Four lists (vegetables, animals, school materials, and sports) of words were trained, each category involving 3-hour sessions. Five-word lists (L1, L2, L3, L4, and L5) corresponded to the four trained categories and one served as control. When L1 words were trained, L2 served as the control list; then when L2 words were trained, L3 was the control list, and so on. The group results indicated significant improvement on the four trained lists once intervention was introduced, and no improvement on the control lists. All effects were maintained over the long term at the delayed posttest. Individual outcomes were dependent on children's cognitive and language profiles. Vocabulary training thus allowed young French-speaking children with DLD to enrich their vocabulary on specific measures. The implications of the results are discussed at the group and individual level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01