About this Issue: Advances in Vocabulary Instruction: Can We Bridge the Word Gap
Issue editor: Howard Goldstein, PhD, and Elizabeth S. Kelley, PhD
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
Co-Editors
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