This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary…

Reading comprehension is necessary among pupils as it is the foundational skills for the overall academic success of elementary learners, particularly Grade 4 pupils. It is the ability to understand and engage with text passages which is critical for a lifelong learning and a foundation for education. Nonetheless, many pupils are struggling with…

This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (n = 16) or a business-as-usual comparison…

Purpose: The development of vocabulary size in deaf/hard of hearing (DHH) children and adolescents can be delayed compared to their peers due to lack of access to early language input. Complementary vocabulary interventions are reported in the literature. Our aim is to evaluate the effectiveness of intervention methods for their vocabulary…

Purpose: This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity. Methods: A multiple probe across participants design was used to investigate the effect of ASR (adapted shared…

Research Findings: This study investigated the effectiveness of a home-based intervention in increasing the intrinsic reading motivation and Chinese oral vocabulary of minority South Asian children in Hong Kong. A quasi-experiment was conducted with 78 children (M[subscript age] = 51.54 months; control: 37 children, intervention: 41 children) and…

Purpose: Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents…

Background: People with language disorders (including developmental language disorder--DLD) often struggle to learn new words and, for young adults, this could affect their success in future work. Therefore, it is crucial to support their learning of career-specific vocabulary. However, little published evidence exists regarding the effectiveness…

Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions:…

Background and aims: This study was conducted in a clinical setting with the aim of replicating previously used procedures for teaching receptive vocabulary. Researchers increased the number of vocabulary words and maintained use of match-to-sample (MtS), prompting, and reinforcement procedures. Researchers were also interested in the efficacy of…

Addressing language barriers during instruction is critical for improving content area learning and achievement within classrooms with students from different native language backgrounds. Although several instructional supports have been highlighted in the literature as helping to reduce language barriers, it is questionable whether teachers are…

We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were…

This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a…

Purpose: The aim of this study was to examine the degree to which quantitative aspects of dosage (dose, dose frequency, and total intervention duration) have been examined in intervention studies for children with developmental language disorder (DLD). Additionally, to establish the optimal quantitative dosage characteristics for phonology,…

Purpose: The purpose of this study was to investigate the effects of a vocabulary intervention delivered by teachers collaborating with speech-language pathologists (SLPs) in the classroom as compared with teachers in a noncollaborating condition. Method: This quasi-experimental study employed a collaboration treatment condition (n = 2…