Natalie Munro|Kerrie Lee|Elise Baker
Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study
University of Sydney|University of Sydney|University of Sydney
preschool early schoolaged children specific language impairment spoken language difficulties also risk future literacy problems effective interventions targeting spoken language emergent literacy skills population limited paper reports feasibility study hybrid language intervention approach targets vocabulary knowledge phonological awareness skills within context oral narrative storybook reading drillbased games study also reports two novel experimental assessments developed expand options measuring changes lexical skills childrenseventeen children specific language impairment participated pilot withingroup evaluation hybrid intervention programme childrens performance pre postintervention compared range clinical experimental assessment measures targeting spoken language phonological awareness skills child received intervention six onehour sessions scheduled weekly basis intervention sessions focused training phonological awareness skills well lexicalsemantic features words within context oral storybook narrative drillbased gamesthe children significantly improved clinical measures phonological awareness spoken vocabulary oral narrative lexicalsemantic sublexical vocabulary knowledge also significantly improved experimental measures used studythe results feasibility study suggest larger scale experimental trial integrated spoken language emergent literacy intervention approach preschool early schoolaged children specific language impairment warranted