The purpose of this article is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional strategies from research in mainstream and special education is summarized, and suggestions for vocabulary intervention activities that facilitate deep word knowledge are provided. Suggestions for choosing appropriate vocabulary, using strategies during direct intervention, and conducting activities that increase depth of vocabulary knowledge, are included.
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