Beteiligte: | |
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In: | Communication Disorders Quarterly, 41, 2020, 3, S. 151-161 |
veröffentlicht: |
SAGE Publications
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Medientyp: | Artikel, E-Artikel |
Umfang: | 151-161 |
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ISSN: |
1525-7401
1538-4837 |
DOI: | 10.1177/1525740119827008 |
veröffentlicht in: | Communication Disorders Quarterly |
Sprache: | Englisch |
Schlagwörter: | |
Kollektion: | SAGE Publications (CrossRef) |
<jats:p> 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. </jats:p> |