Adding explicit teaching or signing to story-based vocabulary lessons helped school-aged children with DLD learn more verbs and adjectives than stories alone. Combining both added no extra benefit and may have slightly hindered learning.
On the primary outcome (word definitions), all four conditions produced gains, but the three conditions that added explicit teaching, signing, or both to the story produced greater progress than the story-only reference condition, with 100% probability of a positive effect.
Combining explicit teaching and signing did not produce greater gains than either component alone; the data suggested the combined condition may even have led to slightly less progress, though the evidence was not strong enough to confirm this.
On the secondary outcome (sentence generation), the same pattern held: all conditions improved, and the three experimental conditions showed greater progress than the reference condition, with probabilities of 90% to 94%.
Single-blind randomized controlled trial. Sixty-four participants were randomized across two intervention arms and assessed at twelve weeks for the primary outcome…
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