---
title: "Effect of Adding Explicit Teaching or Signing to Story-Based Vocabulary Intervention in Children W"
id: "pubmed-42671898"
canonical_url: "https://medichelpline.com/clinical-feed/pubmed-42671898"
content_type: "clinical_feed_article"
specialty: "Pediatrics"
source_name: "PubMed / NCBI"
source_url: "https://pubmed.ncbi.nlm.nih.gov/42671898/"
doi: "10.1111/1460-6984.70317"
published_at: "2026-09-01T00:00:00.000Z"
evidence_level: "Journal Article"
license: "CC-BY-NC-4.0 / Informational Use"
---
# Effect of Adding Explicit Teaching or Signing to Story-Based Vocabulary Intervention in Children W
## Provenance & Clinical Metadata
- **Canonical URL:** https://medichelpline.com/clinical-feed/pubmed-42671898
- **Specialty:** [Pediatrics](https://medichelpline.com/clinical-feed/pediatrics.md)
- **Primary Source:** PubMed / NCBI
- **Source URL:** [Original Journal Publication](https://pubmed.ncbi.nlm.nih.gov/42671898/)
- **DOI:** [10.1111/1460-6984.70317](https://doi.org/10.1111%2F1460-6984.70317)
- **Published At:** 2026-09-01T00:00:00.000Z
- **Evidence Rating:** Journal Article
## Executive GIST (TL;DR)
- This randomized within-participant study tested whether adding **explicit teaching** and/or **augmentative signing** to a story-based vocabulary intervention improves word learning for school-aged children with language disorder, including developmental language disorder (DLD). - Eighteen children aged 7;09–15;02 years (14 with DLD, 4 with associated biomedical conditions) participated in an 8-week intervention. - A total of 48 real verbs and adjectives were taught; words were randomly assigned to four conditions and presented at controlled frequency across conditions. - Four intervention conditions were: reference (story-only, incidental presentation), story plus explicit teaching (definitions, sentence modelling, retrieval practice, cueing hierarchy), story plus augmentative signing (SLT signed target words during story), and story plus both explicit teaching and signing. - Outcome measures were a word definition task and sentence generation to assess vocabulary knowledge and use. - Participants made stronger progress in all experimental conditions than in the reference (story-only) condition. - Bayesian analyses indicated that adding both explicit teaching and signing together did not produce greater gains than adding either explicit teaching alone or signing alone. - Intervention progress was not associated with participants' age or baseline language ability in this sample. - Authors conclude that either augmentative signing or explicit teaching can advantageously supplement story-based vocabulary teaching, but combining both does not confer additional benefit. - The study highlights the value of isolating intervention components (active ingredients) and recommends incorporating one of these strategies in practice when feasible; larger studies are needed to examine participant-level differences and condition effects further.
## Clinical Analysis & Structured Key Points
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Affiliations Expand ### Affiliations * 1 Moor House Research & Training Institute, Moor House School & College, Oxted, UK. * 2 School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK. * 3 Division of Psychology and Language Sciences, University College London, London, UK. * PMID: **42671898** * DOI: [ 10.1111/1460-6984.70317 ](https://doi.org/10.1111/1460-6984.70317) Item in Clipboard Randomized Controlled Trial # Investigating the Effects of Adding Explicit Teaching and/or Signing to Story-Based Vocabulary Intervention for School-Aged Children With (Developmental) Language Disorder Lucy Hughes et al. Int J Lang Commun Disord. 2026 Sep-Oct. Show details Display options Display options Format Abstract PubMed PMID Int J Lang Commun Disord Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Int+J+Lang+Commun+Disord%22%5Bjour%5D&sort=date&sort_order=desc) * [ Search in NLM Catalog ](https://www.ncbi.nlm.nih.gov/nlmcatalog?term=%22Int+J+Lang+Commun+Disord%22%5BTitle+Abbreviation%5D) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42671898/) . 2026 Sep-Oct;61(5):e70317. doi: 10.1111/1460-6984.70317. ### Authors [Lucy Hughes](https://pubmed.ncbi.nlm.nih.gov/?term=Hughes+L&cauthor_id=42671898)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-1 "Moor House Research & Training Institute, Moor House School & College, Oxted, UK.")[ 2 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-2 "School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK."), [Cécile Larralde](https://pubmed.ncbi.nlm.nih.gov/?term=Larralde+C&cauthor_id=42671898)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-1 "Moor House Research & Training Institute, Moor House School & College, Oxted, UK."), [Hilary Nicoll](https://pubmed.ncbi.nlm.nih.gov/?term=Nicoll+H&cauthor_id=42671898)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-1 "Moor House Research & Training Institute, Moor House School & College, Oxted, UK."), [Nataša Marić](https://pubmed.ncbi.nlm.nih.gov/?term=Mari%C4%87+N&cauthor_id=42671898)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-1 "Moor House Research & Training Institute, Moor House School & College, Oxted, UK."), [Caroline Burke](https://pubmed.ncbi.nlm.nih.gov/?term=Burke+C&cauthor_id=42671898)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-1 "Moor House Research & Training Institute, Moor House School & College, Oxted, UK."), [Susan Ebbels](https://pubmed.ncbi.nlm.nih.gov/?term=Ebbels+S&cauthor_id=42671898)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-1 "Moor House Research & Training Institute, Moor House School & College, Oxted, UK.")[ 3 ](https://pubmed.ncbi.nlm.nih.gov/42671898/#short-view-affiliation-3 "Division of Psychology and Language Sciences, University College London, London, UK.") ### Affiliations * 1 Moor House Research & Training Institute, Moor House School & College, Oxted, UK. * 2 School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK. * 3 Division of Psychology and Language Sciences, University College London, London, UK. * PMID: **42671898** * DOI: [ 10.1111/1460-6984.70317 ](https://doi.org/10.1111/1460-6984.70317) Item in Clipboard Cite Display options Display options Format Abstract PubMed PMID ## Abstract **Background:** Children with language disorders, including developmental language disorder (DLD), experience challenges with word learning. Common components of vocabulary interventions include presenting target words in a story, providing explicit teaching and using sign/gesture alongside speech. However, previous studies have not investigated the relative contribution of these components, in isolation or combination. **Aim:** To measure the effects of adding explicit teaching and/or augmentative signing to a story-based vocabulary intervention. **Methods:** Eighteen participants, aged 7;09-15;02 years, took part in our within-participant design study. All had a language disorder; 14 with DLD, and four with an associated biomedical condition. They were taught 48 real verbs and adjectives, randomly assigned to one of four conditions, over an 8-week intervention period. In the reference condition, participants watched videos of a speech and language therapist (SLT) reading a story where target words were presented incidentally, four at a time. In the first experimental condition, the delivering SLT added explicit teaching to the reference intervention. This included: providing definitions, modelling words in sentences, requesting retrieval and employing a cueing hierarchy. The second experimental condition added augmentative signing to the reference intervention, whereby the SLT in the video signed the target words as they appeared in the story. The final experimental condition added both explicit teaching and signing. In all conditions, frequency of word presentations was controlled. Word sets were counterbalanced to minimise confounds. Outcome measures assessed vocabulary knowledge and use with: (1) a word definition task and (2) sentence generation. **Results:** Participants showed stronger progress in all experimental conditions, compared to the reference condition. Bayesian models showed that adding both explicit teaching and augmentative signing in combination to the reference intervention did not lead to greater progress than adding just one of these components. Neither participants' age nor language ability were associated with intervention progress. **Discussion:** Our results indicate that adding either explicit teaching or augmentative signing to story-based vocabulary intervention is similarly advantageous. Adding both does not confer additional advantage. Larger-scale studies are needed to explore differences between participants and experimental conditions. **Conclusions/implications:** Our study highlights the importance of evaluating systematically the contribution of potential active ingredients within interventions. In particular, analysing how they work together and separately is important, as adding more ingredients does not necessarily improve effectiveness. Our results inform vocabulary teaching, indicating that staff should incorporate either augmentative signing or explicit teaching whenever possible to support the vocabulary learning of those with language disorders. **What this paper adds:** What is already known on this subject Children with (developmental) language disorders experience difficulties with word learning, which can affect their education and social participation. Previous research indicates that story-based intervention, explicit teaching and, in some cases, augmentative signing can support vocabulary learning. However, many interventions combine multiple components, making it difficult to determine which specific components are active ingredients, responsible for progress. What this paper adds to existing knowledge This study systematically compared the effects of adding explicit teaching and/or augmentative signing to a story-based (implicit) vocabulary intervention for school-aged children with (D)LD. Our results indicate that adding explicit teaching and/or augmentative signing can lead to greater improvements in learning new verbs and adjectives than the implicit intervention alone. Combining explicit teaching and signing does not appear to lead to additional benefit. What are the potential or actual clinical implications of this work? SLTs and school staff working with children with (D)LD should prioritise incorporating either augmentative signing or explicit teaching strategies whenever feasible to support vocabulary development. Signing may be quicker to implement as this can be delivered alongside speech. Intervention choices could be tailored to children and staff's individual preferences and skills. Larger studies are required to explore differences between participants and experimental conditions. **Keywords:** active ingredients; developmental language disorder; explicit intervention; school‐aged children; signing; vocabulary. © 2026 The Author(s). International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists. [PubMed Disclaimer](https://pubmed.ncbi.nlm.nih.gov/disclaimer/) ## References 1. 1. Ansari, R., S. Chiat, M. Cartwright, and R. Herman. 2025. “Vocabulary Interventions for Children With Developmental Language Disorder: A Systematic Review.” Frontiers in Psychology 16: 1517311. . 2. 1. Barr, D. J., R. Levy, C. Scheepers, and H. J. Tily. 2013. “Random Effects Structure for Confirmatory Hypothesis Testing: Keep It Maximal.” Journal of Memory and Language 68, no. 3: 255–278. . 3. 1. Beck, I. L., M. G. McKeown, and L. Kucan. 2013. Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. 4. 1. Best, W., L. Hughes, J. Masterson, et al. 2021. “Understanding Differing Outcomes From Semantic and Phonological Interventions With Children With Word‐Finding Difficulties: A Group and Case Series Study.” Cortex: A Journal Devoted to the Study of the Nervous System and Behavior 134: 145–161. . 5. 1. Bishop, D. V. M., M. J. Snowling, P. A. Thompson, and T. Greenhalgh; the Catalise‐consortium. 2017. “Phase 2 of CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study of Problems With Language Development: Terminology.” Journal of Child Psychology and Psychiatry 58, no. 10: 1068–1080. . Show all 59 references ## Publication types * Randomized Controlled Trial Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Randomized+Controlled+Trial%22%5Bpt%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Randomized+Controlled+Trial) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42671898/) ## MeSH terms * Adolescent Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Adolescent%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Adolescent) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42671898/) * Child Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Child) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42671898/) * Female Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Female%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Female) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42671898/) * Humans Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Humans%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Humans) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42671898/) * Language Development Disorders* / therapy Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Language+Development+Disorders%2Ftherapy%22%5BMAJR%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Language+Development+Disorders) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/42671898/) * Language Therapy* / methods Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Language+Therapy%2Fmethods%22%5BMAJR%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Language+Therapy) *
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