Response of Children With Developmental Language Disorder to Rich Vocabulary Instruction

American Speech-Language-Hearing Association. (2018). 2018 Schools Survey report: SLP caseload and workload characteristics. https://www.asha.org/siteassets/surveys/schools-2018-slp-caseload-and-workload-characteristics.pdf

American Speech-Language-Hearing Association. (2020). 2020 Schools Survey report: SLP caseload and workload characteristics. https://www.asha.org/siteassets/surveys/2020-schools-survey-slp-caseload.pdf

Archibald L. M. Gathercole S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41(6), 675–693. https://doi.org/10.1080/13682820500442602

Beck I. L. McKeown M. G. (2007). Increasing young low income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251–271. https://doi.org/10.1086/511706

Beck I. L. McKeown M. G. Kucan L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. Guilford Press.

Beck I. L. McKeown M. G. Kucan L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.

Brigham F. J. Scruggs T. E. Mastropieri M. A. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223–232. https://doi.org/10.1111/j.1540-5826.2011.00343.x

Gathercole S. E. Baddeley A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29(3), 336–360. https://doi.org/10.1016/0749-596X(90)90004-J

Gillam S. L. Olszewski A. Fargo J. Gillam R. B. (2014). Classroom-based narrative and vocabulary instruction: Results of an early-stage, nonrandomized comparison study. Language, Speech, and Hearing Services in Schools, 45(3), 204–219. https://doi.org/10.1044/2014_LSHSS-13-0008

Gioia G. A. Espy K. A. Isquith P. K. (2003). Behavior rating inventory of executive function–preschool version. Psychological Assessment Resources.

Golinkoff R. M. De Villiers J. G. Hirsh-Pasek K. Iglesias A. Wilson M. S. Morini G. Brezack N. (2017). User’s manual for the Quick Interactive Language Screener (QUILS): A measure of vocabulary, syntax, and language acquisition skills in young children. Brookes.

Gordon K. R. (2020). The advantages of retrieval-based and spaced practice: Implications for word learning in clinical and educational contexts. Language, Speech, and Hearing Services in Schools, 51(4), 1–11. https://doi.org/10.1044/2020_LSHSS-19i-00001

Haebig E. Leonard L. B. Deevy P. Karpicke J. Christ S. L. Usler E. Kueser J. B. Souto S. Krok W. Weber C. (2019). Retrieval-based word learning in young typically developing children and children with development language disorder II: A comparison of retrieval schedules. Journal of Speech, Language, and Hearing Research, 62(4), 944–964. https://doi.org/10.1044/2018_JSLHR-L-18-0071

Jackson E. Leitao S. Claessen M. Boyes M. (2019). Fast mapping short and long words: Examining the influence of phonological short-term memory and receptive vocabulary in children with developmental language disorder. Journal of Communication Disorders, 79, 11–23. https://doi.org/10.1016/j.jcomdis.2019.02.001

Kan P. F. Windsor J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53(3), 739–756. https://doi.org/10.1044/1092-4388(2009/08-0248)

Lam J. H. Y. Resendiz M. D. Bedore L. M. Gillam R. B. (2024). Validation of the mediated learning observation instrument among children with and without developmental language disorder in dynamic assessment. Journal of Speech, Language, and Hearing Research, 67, 2159–2171. https://doi.org/10.1044/2024_JSLHR-23-00127

Lawrence Hall of Science. (2015). Full option science system [Series]. Delta Education.

Marzano R. J. Rogers K. (2012). Vocabulary for the new science standards. Solution Tree Press.

McGregor K. K. Arbisi-Kelm T. Eden N. Oleson J. (2020). The word learning profile of adults with developmental language disorder. Autism & Developmental Language Impairments, 5, 1–19. https://doi.org/10.1177/2396941519899311

National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.

Nowicki B. L. Sullivan-Watts B. Shim M. K. Young B. Pockalny R. (2013). Factors influencing science content accuracy in elementary inquiry science lessons. Research in Science Education, 43(3), 1135–1154. https://doi.org/10.1007/s11165 012-9303-4

Pfeiffer D. L. Pavelko S. L. Hahs-Vaughn D. L. Dudding C. C. (2019). A national survey of speech-language pathologists’ engagement in interprofessional collaborative practice in schools: Identifying predictive factors and barriers to implementation. Language, Speech, and Hearing Services in Schools, 50(4), 639–655. https://doi.org/10.1044/2019_LSHSS-18-0100

Raver C. C. Blair C. Willoughby M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292–304. https://doi.org/10.1037/a0028343

Storkel H. L. (2018). Implementing evidence-based practice: Selecting treatment words to boost phonological learning. Language, Speech, and Hearing Services in Schools, 49(3), 482–496. https://doi.org/10.1044/2017_LSHSS-17-0080

Therrien W. J. Taylor J. C. Hosp J. L. Kaldenberg E. R. Gorsh J. (2011). Science instruction for students with learning disabilities: A meta-analysis. Learning Disabilities Research & Practice, 26(4), 188–203. https://doi.org/10.1111/j.1540-5826.2011.00340.x

Throneburg R. N. Calvert L. K. Sturm J. J. Paramboukas A. A. Paul P. J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9(1), 10–20. https://doi.org/10.1044/1058-0360.0901.10

Young B. J. Lee S. K. (2005). The effects of a kit-based science curriculum and intensive science professional development on elementary student science achievement. Journal of Science Education and Technology, 14(5–6), 471–481. https://doi.org/10.1007/s10956-005-0222-2