Victoria L. Joffe is a specialist speech and language therapist and Professor of Speech and Language Therapy and Dean of the School of Health and Social Care at the University of Essex, UK. Victoria is co-editor of the journal Child Language Teaching and Therapy. Victoria’s expertise is in the assessment and intervention of individuals with speech, language, and communication needs across the life span.Hilary Lowe is a speech and language therapist with a doctorate in vocabulary intervention for adolescents. She has wide-ranging clinical, research, and lecturing experience. Hilary is a contributor to Supporting Adolescents with Language Disorders and the author of Sunny’s Sound Play.

An evidence-based approach to language instruction or language intervention, this book offers a wealth of unique and innovative ideas and activities for building vocabulary and word-learning skills in students… [and] will be a welcomed addition to the library of any school-based speech-language pathologist, classroom teacher, or other professional who works with adolescents. I heartily recommend this new resource for those who wish to carry out state-of-the-art practice.Marilyn A. Nippold, PhD, Professor, Communication Disorders & Sciences, University of OregonI have been eagerly awaiting this book. As a specialist language teacher, with an interest in enriching vocabulary for all, the combination of clinical knowledge and evidence-based strategies for whole class teaching is second to none. Chapter six describes a package of vocabulary intervention designed for whole class teaching and includes a sample schedule of how to incorporate it into your classroom practice. This readable book is a must for all secondary school staff!Trish Hicken, Specialist Language Teacher Lincolnshire County Council, NAPLIC

• PrefaceAcknowledgementsChapter 1 What is vocabulary?How vocabulary fits into a model of language, and how words are represented in our vocabulary store.Chapter 2 Why is vocabulary support important?The relationship between vocabulary knowledge and long-term academic and psychosocial outcomes, and an introduction to speech, language and communication needs.Chapter 3 Word learning and its challengesHow word learning typically develops across the life span, and the processes that make word learning a challenge for adolescents with speech, language, and communication needs.Chapter 4 Evidenced vocabulary intervention at all levels of inputThe evidence for vocabulary intervention in whole-class, small-group and individual models of delivery.Chapter 5 The Vocabulary Enrichment Intervention ProgrammeActivities from a small-group vocabulary enhancement intervention programme for adolescents in mainstream secondary schools.Chapter 6 Word DiscoveryActivities from a whole-class vocabulary intervention programme for mainstream secondary school classrooms.Chapter 7 More for your toolboxAdditional activities and signposts to further resources for enhancing vocabulary.AfterwordIndexReferences

Victoria L. Joffe is a specialist speech and language therapist and Professor of Speech and Language Therapy and Dean of the School of Health and Social Care at the University of Essex, UK. Victoria is co-editor of the journal Child Language Teaching and Therapy. Victoria’s expertise is in the assessment and intervention of individuals with speech, language, and communication needs across the life span.Hilary Lowe is a speech and language therapist with a doctorate in vocabulary intervention for adolescents. She has wide-ranging clinical, research, and lecturing experience. Hilary is a contributor to Supporting Adolescents with Language Disorders and the author of Sunny’s Sound Play.

An evidence-based approach to language instruction or language intervention, this book offers a wealth of unique and innovative ideas and activities for building vocabulary and word-learning skills in students… [and] will be a welcomed addition to the library of any school-based speech-language pathologist, classroom teacher, or other professional who works with adolescents. I heartily recommend this new resource for those who wish to carry out state-of-the-art practice.Marilyn A. Nippold, PhD, Professor, Communication Disorders & Sciences, University of OregonI have been eagerly awaiting this book. As a specialist language teacher, with an interest in enriching vocabulary for all, the combination of clinical knowledge and evidence-based strategies for whole class teaching is second to none. Chapter six describes a package of vocabulary intervention designed for whole class teaching and includes a sample schedule of how to incorporate it into your classroom practice. This readable book is a must for all secondary school staff!Trish Hicken, Specialist Language Teacher Lincolnshire County Council, NAPLIC

• PrefaceAcknowledgementsChapter 1 What is vocabulary?How vocabulary fits into a model of language, and how words are represented in our vocabulary store.Chapter 2 Why is vocabulary support important?The relationship between vocabulary knowledge and long-term academic and psychosocial outcomes, and an introduction to speech, language and communication needs.Chapter 3 Word learning and its challengesHow word learning typically develops across the life span, and the processes that make word learning a challenge for adolescents with speech, language, and communication needs.Chapter 4 Evidenced vocabulary intervention at all levels of inputThe evidence for vocabulary intervention in whole-class, small-group and individual models of delivery.Chapter 5 The Vocabulary Enrichment Intervention ProgrammeActivities from a small-group vocabulary enhancement intervention programme for adolescents in mainstream secondary schools.Chapter 6 Word DiscoveryActivities from a whole-class vocabulary intervention programme for mainstream secondary school classrooms.Chapter 7 More for your toolboxAdditional activities and signposts to further resources for enhancing vocabulary.AfterwordIndexReferences

Victoria L. Joffe is a specialist speech and language therapist and Professor of Speech and Language Therapy and Dean of the School of Health and Social Care at the University of Essex, UK. Victoria is co-editor of the journal Child Language Teaching and Therapy. Victoria’s expertise is in the assessment and intervention of individuals with speech, language, and communication needs across the life span.Hilary Lowe is a speech and language therapist with a doctorate in vocabulary intervention for adolescents. She has wide-ranging clinical, research, and lecturing experience. Hilary is a contributor to Supporting Adolescents with Language Disorders and the author of Sunny’s Sound Play.

An evidence-based approach to language instruction or language intervention, this book offers a wealth of unique and innovative ideas and activities for building vocabulary and word-learning skills in students… [and] will be a welcomed addition to the library of any school-based speech-language pathologist, classroom teacher, or other professional who works with adolescents. I heartily recommend this new resource for those who wish to carry out state-of-the-art practice.Marilyn A. Nippold, PhD, Professor, Communication Disorders & Sciences, University of OregonI have been eagerly awaiting this book. As a specialist language teacher, with an interest in enriching vocabulary for all, the combination of clinical knowledge and evidence-based strategies for whole class teaching is second to none. Chapter six describes a package of vocabulary intervention designed for whole class teaching and includes a sample schedule of how to incorporate it into your classroom practice. This readable book is a must for all secondary school staff!Trish Hicken, Specialist Language Teacher Lincolnshire County Council, NAPLIC

• PrefaceAcknowledgementsChapter 1 What is vocabulary?How vocabulary fits into a model of language, and how words are represented in our vocabulary store.Chapter 2 Why is vocabulary support important?The relationship between vocabulary knowledge and long-term academic and psychosocial outcomes, and an introduction to speech, language and communication needs.Chapter 3 Word learning and its challengesHow word learning typically develops across the life span, and the processes that make word learning a challenge for adolescents with speech, language, and communication needs.Chapter 4 Evidenced vocabulary intervention at all levels of inputThe evidence for vocabulary intervention in whole-class, small-group and individual models of delivery.Chapter 5 The Vocabulary Enrichment Intervention ProgrammeActivities from a small-group vocabulary enhancement intervention programme for adolescents in mainstream secondary schools.Chapter 6 Word DiscoveryActivities from a whole-class vocabulary intervention programme for mainstream secondary school classrooms.Chapter 7 More for your toolboxAdditional activities and signposts to further resources for enhancing vocabulary.AfterwordIndexReferences