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These studies have shown that young typical language learners are able to capture some aspects of word meanings in natural, incidental situations, including play, conversation and television viewing.Ĭhildren with LI also learn words incidentally, though they are not always as proficient as their same- age peers with typical language ( Kan and Windsor, 2010 Nash and Donaldson, 2005 Rice et al., 1990 Windfuhr et al., 2002 Riches et al., 2005). Much of the research on incidental spoken word learning has been conducted with preschool children ( Rice et al., 1990 Rice et al., 1994) and young school-age children ( Nash and Donaldson, 2005 Oetting et al., 1995 Riches et al., 2005). Incidental word learning during conversation, including conversation in the classroom, is a primary way for children to build vocabulary.
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Although a comprehensive approach to vocabulary instruction (e.g., Stahl and Nagy, 2006 Lubliner and Smetana, 2005) is likely to hold the most promise for children with LI this paper will focus on direct intervention, in an effort to create a manageable scope (for descriptions of comprehensive vocabulary programs in mainstream education, see Lubliner and Smetana, 2005 Baumann et al., 2007). Principles of vocabulary intervention from available research will then be reviewed, and instructional activities and supports to improve depth of word knowledge will be provided. In an effort to help inform decision making for direct vocabulary intervention for children with LI, this paper will first build the case for the need for direct intervention through a brief summary of typical and atypical vocabulary acquisition. Basic questions about service delivery models and appropriate instructional strategies are difficult to satisfactorily answer because of the lack of vocabulary intervention studies that have been conducted with primary school-age children who have LI ( Cirrin and Gillam, 2008 Cirrin et al., 2010). However, regarding specific intervention practices to improve vocabulary acquisition, research is much more limited ( Cirrin and Gillam, 2008). This research has important implications for educators working with children with LI. Within the topic of vocabulary acquisition, the bulk of research on children with language impairment (LI) has focused on describing the nature of early word learning problems (e.g., Rice et al., 1990) and the underlying processes affecting word learning (e.g., Gathercole and Baddley, 1990).