Conceptualizing the New Frontier in Preventative and Therapeutic Semantic Interventions for Young Children Living in Poverty

Abstract

In this article, the author discusses research that addresses semantically related reading issues for children in poverty. In addition to providing a theoretical framework, the author provides research-based intervention strategies and suggestions for speech-language pathologists to improve remediation efforts on vocabulary development, particularly in the area of semantic representation, for children who are at risk for developing reading disabilities.