Vocabulary Instruction for Young Children With Language Impairments Vocabulary development is an important instructional focus for all young children and critical for those youngsters with language disorders. It is an aspect of the semantic acquisition that has immediate and long-term effects on the development of both oral and written language. At a basic level, both the knowledge ... Article
Article  |   October 01, 2002
Vocabulary Instruction for Young Children With Language Impairments
Author Affiliations & Notes
  • Froma P. Roth
    Hearing and Speech Sciences, University of Maryland, University Park
Article Information
Development / Language Disorders / Articles
Article   |   October 01, 2002
Vocabulary Instruction for Young Children With Language Impairments
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 3-7. doi:10.1044/lle9.3.3
SIG 1 Perspectives on Language Learning and Education, October 2002, Vol. 9, 3-7. doi:10.1044/lle9.3.3
Vocabulary development is an important instructional focus for all young children and critical for those youngsters with language disorders. It is an aspect of the semantic acquisition that has immediate and long-term effects on the development of both oral and written language. At a basic level, both the knowledge of word meaning and the ability to understand and use words spontaneously are fundamental to the ability to interact verbally in everyday communication situations. Children with language difficulties have problems learning new words and retaining newly learned words, and these oral vocabulary deficits arise early. Rescorla (1989), for example, reported that the expressive vocabulary size of a sample of toddlers with language delays was fewer than 50 words in comparison to 130- to-160 words for typically developing peers. As a group, these children demonstrate poor conceptual and semantic structures for organizing lexical information, which contribute to their difficulties comprehending, remembering, and retrieving words.
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