INCLUSION MODEL FOR VOCABULARY INSTRUCTION
Abstract
This investigation focuses on the effectiveness of vocabulary instruction for speech and
language students provided by the speech-language pathologist within a classroom based
service delivery model versus traditional pull-out speech therapy services. Four
kindergarten students identified with a mild-moderate vocabulary delay were followed
within this study as they received seventy-five minutes of direct vocabulary instruction
from the speech-language pathologist each week across each setting. Standardized
comparison scores obtained pretest and posttest from the Expressive and Receptive OneWord Picture Vocabulary Tests demonstrated significant gains among students within the
regular education classroom for push-in services versus pull out traditional services.
These findings help to support the success of the inclusion model for speech and
language services in regards to vocabulary development.
Keywords: vocabulary, speech-language students, inclusion model
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