Increasing adolescents' depth of understanding of cross‐curriculum words: an intervention study

Abstract

Cross-curriculum words are not consistently understood by adolescents at risk of low educational attainment within a low socio-economic context. A 10-week intervention programme resulted in some increases to the depth of knowledge of targeted cross-curriculum words.

Effectiveness of vocabulary intervention for older children with (developmental) language disorder

“…However, it is important to note that the number of words learned may nevertheless be low (e.g., one to two words after 10 h in Spencer et al. ; two words after 18 h in Lubliner and Smetana ; and four words after 30 h in Snow et al. ).…”

Vocabulary intervention for adolescents with language disorder: a systematic review

“…, Spencer et al . ). Other diagnoses included ‘speech and language difficulties’ (Sim : 136); ‘primary speech and language disorder’ (Sim : 84); ‘severe and complex difficulties in language and communication’ (Joffe : 209); ‘language disorder’, Wright et al .…”

“…, Joffe , Spencer et al . ); two studies met criteria for class III (Lowe and Joffe , Wright et al . ); and the remaining studies were rated as class IV due to lack of blind assessment or lack of clarity regarding blind assessment.…”

“…Bespoke outcome measures have shown more positive results than standardized measures (e.g., Joffe , Spencer et al . , Wright et al . ), even though often only small gains are made.…”

“…); two delivered the intervention in small groups (Joffe , Spencer et al . ); and two delivered it in a whole‐class model (Lowe and Joffe , Murphy et al . ).…”