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

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Title: Effectiveness of a Group Intervention for Lexical Enrichment in 6-to-10-Year-Old Children with Developmental Language Disorder
Language: English
Authors: Ardanouy, Estelle (ORCID 0000-0001-6829-6707), Delage, Hélène (ORCID 0000-0003-0754-5110), Zesiger, Pascal
Source: Child Language Teaching and Therapy. Oct 2023 39(3):218-233.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Intervention, Language Impairments, Vocabulary Development, Developmental Delays, Semantics, Phonology, Word Lists, Comparative Analysis, Teaching Methods, French, Language Acquisition, Children, Clinical Diagnosis, Language Enrichment
DOI: 10.1177/02656590231188523
ISSN: 0265-6590
1477-0865
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394612
Database: ERIC
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  Data: Effectiveness of a Group Intervention for Lexical Enrichment in 6-to-10-Year-Old Children with Developmental Language Disorder
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  Data: <searchLink fieldCode="AR" term="%22Ardanouy%2C+Estelle%22">Ardanouy, Estelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6829-6707">0000-0001-6829-6707</externalLink>)<br /><searchLink fieldCode="AR" term="%22Delage%2C+Hélène%22">Delage, Hélène</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0754-5110">0000-0003-0754-5110</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zesiger%2C+Pascal%22">Zesiger, Pascal</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. Oct 2023 39(3):218-233.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 16
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  Data: 10.1177/02656590231188523
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  Data: 0265-6590<br />1477-0865
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  Data: 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.
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        Value: 10.1177/02656590231188523
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        PageCount: 16
        StartPage: 218
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Developmental Delays
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      – SubjectFull: Phonology
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Teaching Methods
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      – SubjectFull: French
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Children
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      – SubjectFull: Clinical Diagnosis
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      – SubjectFull: Language Enrichment
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    Titles:
      – TitleFull: Effectiveness of a Group Intervention for Lexical Enrichment in 6-to-10-Year-Old Children with Developmental Language Disorder
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