Course Introduction

It’s pretty simple: to be good at using language, oral or written, you gotta know a lot of words. Whether you work with preschoolers, high schoolers, or anywhere in between, it’s a fair bet that you’re working on vocabulary goals. Now vocabulary isn’t too intimidating, compared with some corners of our field—but are we doing it right? Which words should we teach? What methods work, and how much therapy is needed to make progress? Are there research-backed programs and activities out there we can implement without tons of planning (spoiler: yes!). This set of research reviews can help answer these questions. Four reviews focus on younger (preschool through Kindergarten) learners, while two describe interventions for adolescents, and two others look specifically at bilingual children. All contain specific intervention programs, strategies, or tools you can bring back to your therapy room. Because there are countless words to learn, and our therapy time is precious.

Learning Outcomes & Details

As a result of this course, participants will be able to:

  1. Explain features of instruction that support depth of vocabulary knowledge.

  2. List materials that you may choose to support vocabulary instructions, and features that may best support learning.

  3. Describe what an effective vocabulary intervention session may look like, and the intensity required in order to support word learning.

Course Type: Text; Web or downloadable PDF

Time: This is a half-hour course.

ASHA CEUs: This course is offered for .05 ASHA CEUs (Intermediate level, Professional area)

Course Completion Requirements: Read the full course, then take a quiz at the end. Must pass with a score of 80% or better (two attempts allowed).

Questions? See our frequently asked questions.


Course edited and compiled by:

Meredith Harold, PhD, CCC-SLP is owner of The Informed SLP and faculty at Rockhurst University. Financial Disclosure— receives salary from The Informed SLP and Rockhurst University. Nonfinancial Disclosure— Vice President of Speech–Language Pathology for the Kansas Speech–Language–Hearing Association Board; Board member of the American Speech–Language–Hearing Association Committee on Clinical Research, Implementation Science, and Evidence-Based Practice.

Karen Evans, MA, CCC-SLP is a speech–language pathologist at Intermediate District 287, and employee of The Informed SLP. Financial Disclosure— receives salary from Intermediate District 287 and The Informed SLP. Nonfinancial Disclosure— None.

Full research and writing team bios can be found here. The Informed SLP’s researchers and writers are prohibited from having any financial or nonfinancial conflicts of interest related to the content they research and report on.

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This course is offered for .05 ASHA CEUs (Intermediate level, Professional area).