Vocabulary Instruction for Children With Language Learning Disorders: Effects on Word Learning and Comprehension.
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| Title: | Vocabulary Instruction for Children With Language Learning Disorders: Effects on Word Learning and Comprehension. |
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| Authors: | Harker, BeckyAnn1 bharker@monmouth.edu, Stevenson, Nathan A.2 |
| Source: | Language, Speech & Hearing Services in Schools. Jul2026, Vol. 57 Issue 3, p674-692. 19p. |
| Subject Terms: | *Education of children with disabilities, *Speech therapy, *Readability (Literary style), *Educational outcomes, *Learning, *Pre-tests & post-tests, *Vocabulary, *Special education, *Comparative studies, *Learning disabilities, *Children, Treatment of language disorders, Descriptive statistics, Semantics |
| Abstract: | Purpose: The aim of this study was to examine the effects of a rich vocabulary intervention on the vocabulary learning and comprehension of third-grade students with language learning disorders (LLDs), including speech and language impairment and specific learning disability in reading. Method: The study used a repeated acquisition design, a single-case design involving the repeated delivery of a vocabulary intervention on different sets of five vocabulary words and repeated pre--post measurement of students' vocabulary acquisition and comprehension of the different stimuli targeted each week. Students in the treatment group (n = 3) had 3 weeks of a baseline comparison phase, where they were taught sets of five untested vocabulary words (n = 15 words), and 5 weeks of a treatment phase, where they learned sets of five tested vocabulary words (n = 25 words). Vocabulary was measured using a 9-point Total Semantic Knowledge measure that included an oral definitions component and a receptive vocabulary assessment called Context Test Questions. Comprehension was assessed using a passage-level sentence verification technique. Results: There was a statistically significant, moderate effect on vocabulary learning. No treatment effect was found on students' comprehension. Following the maintenance phase, students scored lower on the vocabulary maintenance assessment than at posttest, but about 1 point higher than their pretest scores. Testing effects were evident on the comprehension measure following the maintenance phase only. Conclusion: These results suggest that explicit vocabulary instruction led to immediate improvements in taught vocabulary but not comprehension skills for the third-grade students with LLDs in this study. Supplemental Material: https://doi.org/10.23641/asha.31930236 [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195035435 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Vocabulary Instruction for Children With Language Learning Disorders: Effects on Word Learning and Comprehension. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Harker%2C+BeckyAnn%22">Harker, BeckyAnn</searchLink><relatesTo>1</relatesTo><i> bharker@monmouth.edu</i><br /><searchLink fieldCode="AR" term="%22Stevenson%2C+Nathan+A%2E%22">Stevenson, Nathan A.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2026, Vol. 57 Issue 3, p674-692. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+of+children+with+disabilities%22">Education of children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Readability+%28Literary+style%29%22">Readability (Literary style)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+language+disorders%22">Treatment of language disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The aim of this study was to examine the effects of a rich vocabulary intervention on the vocabulary learning and comprehension of third-grade students with language learning disorders (LLDs), including speech and language impairment and specific learning disability in reading. Method: The study used a repeated acquisition design, a single-case design involving the repeated delivery of a vocabulary intervention on different sets of five vocabulary words and repeated pre--post measurement of students' vocabulary acquisition and comprehension of the different stimuli targeted each week. Students in the treatment group (n = 3) had 3 weeks of a baseline comparison phase, where they were taught sets of five untested vocabulary words (n = 15 words), and 5 weeks of a treatment phase, where they learned sets of five tested vocabulary words (n = 25 words). Vocabulary was measured using a 9-point Total Semantic Knowledge measure that included an oral definitions component and a receptive vocabulary assessment called Context Test Questions. Comprehension was assessed using a passage-level sentence verification technique. Results: There was a statistically significant, moderate effect on vocabulary learning. No treatment effect was found on students' comprehension. Following the maintenance phase, students scored lower on the vocabulary maintenance assessment than at posttest, but about 1 point higher than their pretest scores. Testing effects were evident on the comprehension measure following the maintenance phase only. Conclusion: These results suggest that explicit vocabulary instruction led to immediate improvements in taught vocabulary but not comprehension skills for the third-grade students with LLDs in this study. Supplemental Material: https://doi.org/10.23641/asha.31930236 [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_LSHSS-25-00109 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 674 Subjects: – SubjectFull: Education of children with disabilities Type: general – SubjectFull: Speech therapy Type: general – SubjectFull: Readability (Literary style) Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Learning Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Special education Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Learning disabilities Type: general – SubjectFull: Children Type: general – SubjectFull: Treatment of language disorders Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Semantics Type: general Titles: – TitleFull: Vocabulary Instruction for Children With Language Learning Disorders: Effects on Word Learning and Comprehension. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Harker, BeckyAnn – PersonEntity: Name: NameFull: Stevenson, Nathan A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 57 – Type: issue Value: 3 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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