ABSTRACT
As the evidence base for the principles and general impact of vocabulary difficulties are covered in Word Aware 1, 2nd edition the research is specifically focused on supporting the vocabulary needs of those with additional learning needs. Researchers such as E. Ford-Connors and J. Paratore highlight ‘students who enter classrooms with a low store of vocabulary knowledge are unlikely to acquire complex knowledge through simple exposure’. A consensus view has been reached regarding how language impairment is viewed and the term Developmental Language Disorder (DLD) adopted internationally. Children with DLD frequently have difficulties with vocabulary as a key component of this condition. Robust vocabulary teaching in the classroom will support most English as an Additional Language/English Language Learners but their vocabulary development should be closely monitored. Small groups are the most common intervention for at-risk word learners.
