Speech-language pathologists (SLPs) provide intervention to children with language impairment who have limited vocabulary. Evidence-based practice guidelines state that SLPs should teach Tier 2 words, or general academic vocabulary, that will help children successfully communicate across the academic spectrum. However, previous research has indicated that SLPs rarely teach Tier 2 words; rather, they teach basic concepts and conversational vocabulary (Tier 1 words). This study was conducted to determine whether SLPs select vocabulary based on children's individual needs rather than general best practice guidelines. Using an online survey design, SLPs were given four scenarios of children with differing ages and severities of language impairment. They were shown 15 words from three word tiers (basic, general academic, specific academic) and were asked to select which words they would teach to each child. Additional survey questions asked SLPs about their beliefs regarding vocabulary learning and instructional methods. Results indicated that SLPs select vocabulary from all three vocabulary tiers; however, Tier 1 and Tier 2 words were selected more frequently than Tier 3 (specific academic) words. In addition, children’s age and severity impacted SLPs’ choices on target vocabulary; SLPs chose more Tier 2 vocabulary for older children with less severe language impairment. SLPs expressed confidence in their knowledge of tiered vocabulary and believed they were responsible for teaching vocabulary to their clients with language impairments.

Megan Ward would like to thank their faculty sponsor Dr. Sara Steele for their support of this project.