Two boys, aged 10 and 11, with vocabulary deficits and word finding problems are introduced to new vocabulary in two treatment conditions: (i) an elaborated mode in which words are used in the context of an activity involving semantically related words, and (ii) a definition mode in which they listen passively to formal word definitions (also semantically linked). One boy makes no progress in either mode; the other makes some gains in both modes. Reasons for this are discussed and the importance of taking individual learning styles into account is stressed.
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