Studies that have examined whole-school interventions that target conceptual knowledge reveal characteristics that are important in the delivery of a deep processing approach to word learning. These consist of explicit instruction, play, and multi-sensory experiences that are situated within and repeated across varied contexts. Word Aware (WA) is an example of a vocabulary intervention that incorporates such features. This study examined the effectiveness of the Early Years version of the WA programme in supporting the development of vocabulary knowledge in a sample of 92 children comparing them to a control group of 31 children who received usual teaching. Student speech and language therapists supported the testing and delivery of a 10-week intervention as part of their clinical placement and were interviewed along with the teachers on their perceptions of the intervention and their experiences collaborating with staff to support the whole school delivery of the programme. Informal and standardised assessment scores of receptive vocabulary showed no significant difference in the overall improvement between both groups despite finding significant improvement within each group on words targeted for intervention. Qualitative thematic analysis revealed positive observations of child engagement with aspects of the programme that aimed to promote a deep processing of word meaning. Students reported an increased sense of confidence in their ability to collaborate with teaching staff and in their willingness to engage in research as part of their clinical practice. The ceiling effects reported in the outcome measures of both the intervention and control group suggest that the WA programme may be better suited to a sample of younger-aged children. The study provides original insight into the student experience of working in a whole-class environment whilst conducting practice-based research as part of clinical placement. The methodological limitations of this study are discussed along with suggestions for future research.

中文翻译：

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一项探索早期针对接受性词汇的全校干预的有效性的试点研究：一项涉及学生的混合方法研究的结果，作为基于实践的研究安置的一部分

对针对概念知识的全校干预进行的研究揭示了在提供深度处理方法以进行单词学习时很重要的特征。这些包括明确的指导、游戏和多感官体验，这些体验位于不同的环境中并在不同的环境中重复。Word Aware (WA) 是包含这些特征的词汇干预的一个例子。本研究以 92 名儿童与对照组 31 名接受常规教学的儿童进行比较，检验了早期版本的西澳计划在支持词汇知识发展方面的有效性。学生言语和语言治疗师支持测试和实施为期 10 周的干预，作为他们临床实习的一部分，并与教师一起接受了采访，了解他们对干预的看法以及他们与工作人员合作支持整个学校实施该计划的经验. 接受词汇的非正式和标准化评估分数显示两组之间的整体改善没有显着差异，尽管在每组内发现针对干预的单词有显着改善。定性主题分析揭示了儿童参与旨在促进词义深度处理的计划方面的积极观察。学生们报告说，他们对与教学人员合作的能力以及将研究作为临床实践的一部分的意愿增强了信心。干预组和对照组的结果测量中报告的天花板效应表明，西澳计划可能更适合年轻儿童的样本。该研究提供了对学生在全班环境中工作的原始见解，同时进行基于实践的研究作为临床实习的一部分。讨论了本研究的方法学局限性以及对未来研究的建议。干预组和对照组的结果测量中报告的天花板效应表明，西澳计划可能更适合年轻儿童的样本。该研究提供了对学生在全班环境中工作的原始见解，同时进行基于实践的研究作为临床实习的一部分。讨论了本研究的方法学局限性以及对未来研究的建议。干预组和对照组的结果测量中报告的天花板效应表明，西澳计划可能更适合年轻儿童的样本。该研究提供了对学生在全班环境中工作的原始见解，同时进行基于实践的研究作为临床实习的一部分。讨论了本研究的方法学局限性以及对未来研究的建议。