Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists

Children with language disorder frequently experience difficulties vocabulary acquisition, and these often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational focus on the derivation of meaning within a literacy context. Little is known about whether practices speech therapists teachers reflect findings from literature. current paper reports survey which gathered information mainstream secondary school teachers, their practice concerning support for adolescents, aged 11–16, who have disorder. An online questionnaire was distributed through teaching therapy professional networks. aim study establish specific strategies were used in by teach adolescents disorder, most effective. Responses obtained 127 47 UK. Speech more likely than phonological awareness semantic feature analysis as developing skills. Both professions literacy-related well independent word learning such morphology Increased joint working training opportunities would further develop knowledge skills both therapists, enabling theoretically-grounded relevant this group adolescents.