Topics in Language Disorders

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October/December 2022 - Volume 42 - Issue 4

  • Sarah E. Wallace, PhD, CCC-SLP
    Gary A. Troia, PhD, CCC-SLP
  • 0271-8294
  • 1550-3259
  • 4 issues / year
  • 1.462

    5-Year Impact Factor: 1.793

Dear Readers,

              In this issue of Topics in Language Disorders, guest issue editors Howard Goldstein and Elizabeth Kelley invited authors to present research and ideas related to the implementation of effective classroom vocabulary instruction and supplemental vocabulary interventions for at-risk children. In the first article, Neuman and colleagues argue for integrating various forms of media to teach vocabulary in a synergistic manner. In the second article, Phillips and colleagues report a pilot study that evaluates the efficacy of a whole-class, teacher-led multi-component vocabulary instructional program that incorporates video segments from PBS educational programming to convey information about target vocabulary. Next, Hadley et al. examine data from a completed preschool vocabulary intervention study to conduct a fine-grained analysis of teachers' fidelity with using various practices and how variability in use is related to child vocabulary outcomes. In the fourth paper, Hindman et al. explore preschool teacher-child conversations during interactive book reading, with a particular focus on teacher prompts and feedback in a treatment group that received professional development in Story Talk versus a business-as-usual control group. Finally, Coyne and colleagues investigate the long-term effects of a small-group supplemental vocabulary intervention for kindergarten students who are identified as at risk for language and learning difficulties.  

Gary A. Troia, PhD, CCC-SLP

Sarah E. Wallace, PhD, CCC-SLP



We also draw your attention to the list of reviewers who have contributed reviews for TLD in recent years. TLD depends on scholars who accept invitations to conduct blind peer reviews of the submitted and contributed articles as a means of maintaining its high quality as a peer-reviewed journal. We publish reviewers' names periodically as a form of appreciation, but in a manner that individual reviewers cannot be connected to individual articles.

As a reminder, we have recently rolled out changes in how TLD continuing education tests may be taken. Tests for individual articles now may be completed online via At this website, readers can find all Wolters Kluwer CE activities available for speech-language pathologists. Starting with Vol. 36 (Nos. 3 and 4), all articles in each issue of TLD are available individually for CEU credit online. TLD subscribers receive a discounted price for all CE, both in print and online. As before, an annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid by the participant directly to the ASHA National Office. 
[Note: The ASHA CE Registry fee allows registration to an unlimited number of ASHA CEUs for a calendar year. Contact the ASHA staff at 800-498-2071 ext. 4219 for CE Registry fee subscription information.]

Current Issue Highlights

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Starting with the April-June 2022 issue of TLD, the Continuing Education tests will be available to complete online-only: CEConnection for Allied Health: Speech-Language Pathologist.  Completed tests will no longer be accepted by mail or fax.  If you have not already registered on the CE Connection for Allied Health, please see the CE page of this website for instructions.”​

​​As of 2021, authors submitting manuscripts to Topics in Language Disorders are eligible to earn up to three badges in recognition of open scientific practices. These include an Open Data badge, an Open Materials badge, and a Pre-registered badge. Please read message from Co-Editors Gary Troia and Sarah Wallace on the Open Science​ page, and review the Open Science Practices Disclosure form to determine whether you can earn these badges for your published research. ​

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