The Purpose Of This Assignment Is To Learn How To Use Eviden

The Purpose Of This Assignment Is To Learn How To Use Evidence Based T

The purpose of this assignment is to learn how to use evidence-based treatment to support the development of a treatment plan for a child with a language disorder. Steele, S. C., & Mills, M. T. (2011). Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice.

After reading the article, describe a method that you could use to teach vocabulary. Explain why you think this method of instruction would be helpful to use with a child who has a language disorder or learning disability. Read the list of references at the end of your chosen article and list one additional article (using APA format) that you think would be useful to help support your decision to teach vocabulary or reading comprehension. Explain why you chose this article.

The paper must be paginated, double spaced. Include a reference page in APA format.

Sample Paper For Above instruction

Introduction

Effective vocabulary instruction is essential for children with language impairments and learning disabilities. According to Steele and Mills (2011), evidence-based interventions can significantly improve vocabulary acquisition, which in turn supports reading comprehension and overall language development. This paper discusses a specific method of vocabulary teaching, its appropriateness for children with language disorders, and how it can be integrated into a comprehensive treatment plan.

Method for Teaching Vocabulary

One evidence-based method to teach vocabulary is the use of semantic mapping combined with explicit instruction. Semantic mapping involves creating graphic organizers that connect new words to related concepts, synonyms, antonyms, and contextual examples. This visual strategy helps children organize their understanding of new vocabulary by establishing meaningful links between words and their meanings.

In practice, the clinician introduces a new word, discusses its meaning, and then guides the child in creating a semantic map that includes the word's category, synonyms, antonyms, and example sentences. Repeated exposure and active engagement with the semantic network facilitate deeper learning and retention of new vocabulary (Bell, 2007).

Why This Method Is Helpful for Children with Language Disabilities

This method is particularly suitable for children with language impairments because it emphasizes meaningful connections rather than rote memorization. Children with language disorders often struggle with abstract or decontextualized learning; semantic mapping provides concrete visual cues that support understanding and recall. Additionally, engaging children actively in constructing their semantic maps encourages multisensory learning and enhances their expressive language skills by encouraging them to use the new vocabulary in context.

Research indicates that children with language impairments benefit from multimodal and active learning strategies like semantic mapping, which promote sustained engagement and deeper processing (Coster & Van Brakle, 2010).

Supporting Literature and Additional Article

In reviewing the references from Steele and Mills (2011), I found that the article by Marzano (2004), "Building Academic Vocabulary," would be a useful resource to support this vocabulary instruction method. Marzano emphasizes the importance of teaching vocabulary explicitly through strategies like semantic maps, word consciousness, and repeated exposure, which align well with the method discussed.

I chose Marzano's work because it offers practical strategies grounded in research, and its focus on academic vocabulary development complements the approach I have described. Enhancing vocabulary through explicit, interactive methods can effectively support children with language impairments in building a richer linguistic foundation.

Conclusion

In summary, semantic mapping combined with explicit instruction is a powerful evidence-based strategy for teaching vocabulary to children with language impairments. Its emphasis on meaningful connections and multisensory engagement makes it particularly suitable for children with learning disabilities. Supporting this approach with additional resources like Marzano’s work can further enhance its effectiveness in clinical and educational settings.

References

• Bell, N. (2007). Visual representations for vocabulary instruction: Semantic maps and concept maps. The Reading Teacher, 61(4), 344-350.
• Coster, W., & Van Brakle, L. (2010). Multimodal Strategies for Language Development in Children. Journal of Speech, Language, and Hearing Research, 53(4), 591-602.
• Marzano, R. J. (2004). Building Academic Vocabulary. Alexandria, VA: ASCD.
• Steele, S. C., & Mills, M. T. (2011). Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice. Child Language Teaching and Therapy, 27(3), 239-257.
• Additional references could include recent studies on semantic mapping and vocabulary intervention (e.g., Lee & VanPatten, 2003; Nimmo, 2013; National Reading Panel, 2000; Stahl & Nagy, 2006; Walsh & van der Meer, 2018).