Pen̋a, Elizabeth D.2011-06-172011-06-172017-05-112011-06-172011-06-172017-05-112011-05May 2011http://hdl.handle.net/2152/ETD-UT-2011-05-3111textThe current study investigated the effectiveness of a Literacy Based Intervention (LBI) on English Language Learners (ELLs) with Specific Language Impairment (SLI). Specifically this report focuses on the effects of LBI on vocabulary skills (e.g. naming and defining). Nineteen ELLs (ages 74 to 104 months) participated in the intervention study, which lasted eight weeks and consisted of 50-minute sessions, three times a week. The LBI focused on rich vocabulary instruction of words that were from storybook readings. Vocabulary naming and definition probes were used to assess vocabulary progress. Results revealed that vocabulary increases did not occur until the second half of the intervention (e.g. week six or seven). LBI shows promise to be successful for increasing vocabulary skills in ELLs with SLI.application/pdfengLiteracy based interventionBilingualismSpecific language impairmentSpeech-language pathologySpeech disordersEnglish language learnersVocabularythesis2011-06-17