{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,4]],"date-time":"2025-11-04T16:07:48Z","timestamp":1762272468146},"reference-count":50,"publisher":"American Speech Language Hearing Association","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSHSS"],"published-print":{"date-parts":[[2019,10,10]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>\n              This prologue introduces the\n              <jats:italic>LSHSS<\/jats:italic>\n              Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels.\n            <\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusion<\/jats:title>\n            <jats:p>Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2019_lshss-19-00007","type":"journal-article","created":{"date-parts":[[2019,10,10]],"date-time":"2019-10-10T22:10:11Z","timestamp":1570745411000},"page":"461-465","source":"Crossref","is-referenced-by-count":5,"title":["Prologue to the Forum: Vocabulary Across the School Grades"],"prefix":"10.1044","volume":"50","author":[{"given":"Suzanne M.","family":"Adlof","sequence":"first","affiliation":[{"name":"Department of Communication Sciences and Disorders, University of South Carolina, Columbia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1310","reference":[{"key":"e_1_3_1_2_1","doi-asserted-by":"publisher","DOI":"10.1044\/2019_LSHSS-VOIA-18-0143"},{"key":"e_1_3_1_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-006-9024-z"},{"key":"e_1_3_1_4_1","first-page":"246","volume-title":"Handbook of language and literacy development and disorders","author":"Adlof S. 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