This study evaluates a combined semantic and phonological approach to
teaching vocabulary to children with wordfinding difficulties. Four subjects
were treated as single cases for the purpose of measuring their progress from
pre-test to maintenance. Target words were chosen according to age of acquisi
tion. Naming ability on 80 words was tested pre- and post-intervention and
at follow-up. Forty of these words were presented over 10 group teaching
sessions in a five-week period, and the remaining 40 served as a control
measure. All subjects demonstrated improved naming ability on the 80-word
test following the intervention and this was sustained at follow-up.
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