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

患有语言障碍的儿童经常在词汇习得方面遇到困难，而且这些困难往往会持续到青春期。文献表明，临床研究倾向于研究语音语义方法，而教育研究则侧重于在识字背景下对意义的推导。关于言语和语言治疗师和教师的实践是否反映了文献中的这些发现，我们知之甚少。目前的论文报道了一项调查，该调查收集了言语和语言治疗师和主流中学教师的信息，了解他们目前为 11-16 岁有语言障碍的青少年提供词汇支持的做法。通过教学和言语和语言治疗专业网络分发了一份在线问卷。该研究的目的是确定言语和语言治疗师和主流中学教师在实践中使用哪些具体策略来向有语言障碍的青少年教授词汇，以及哪些策略最有效。回应来自英国 127 名言语和语言治疗师和 47 名主流中学教师。言语和语言治疗师比主流中学教师更有可能教授语音意识和语义特征分析作为发展词汇技能的策略。两个专业都使用与读写相关的策略以及独立单词学习的策略，例如从形态和上下文中推导含义。