Effects of a Professional Development Program Designed by Speech-Language Pathologists Targeting the Use of Vocabulary Strategies in Preschool Volume 46, No 4, 2022 Teachers: A Pilot Study

This study focuses on the ways speech-language pathologists can teach preschool teachers to implement vocabulary learning strategies in the Lebanese multilingual context. A multiple-baseline single-case experimental design was applied with direct individualized on-site intervention with four teachers. Specific individualized targets in vocabulary strategies were assessed across the implementation through an interactive book-reading activity. The results showed (a) a low use of vocabulary strategies during the baseline phase among preschool teachers, confirming the need for support in the field; (b) a change in the teachers’ use of strategies taught by speech-language pathologists, highlighted by the immediate increase in the use of vocabulary strategies; and (c) the impact of the intervention, illustrated by the lack of increase in nontargeted strategies. Our findings therefore help in promoting the implementation of language support programs actively involving speech-language pathologists and preschool teachers in collaborative work to support children in learning new words.