Purpose: In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method: One hundred thirty-one children participated:48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results: For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion: Phonotactic probability and neighborhood density had different effects on each group that may be related to children’s ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.

Purpose Response to intervention (RTI) has been used within the school setting to support students at risk for a variety of communication disorders. Through RTI, these students can receive services prior to determining eligibility for special education, allowing students with speech sound errors (SSEs) to receive support from a speech-language pathologist speech-language pathologist support while still in the stage of speech sound development. Method This article discusses the implementation of a team-based RTI model spanning 6 years, which targeted three hundred eighty-nine 7- to 8.5-year-old students with SSEs. Results One hundred seventy-two students completed treatment through the RTI process, requiring an average of 6 therapy hours. One hundred eight RTI students needed an Individualized Education Program (IEP) to complete their treatment. Of these students, a subset of 32 who started treatment through RTI and finished through an IEP required an average of 53 therapy hours. This is significantly less than the average of 82 hours found through chart reviews of our own district IEPs. Conclusion An RTI process using individual therapy has the potential to reduce the overall treatment time needed for speech sound remediation. Advantages and drawbacks in using an RTI team model for SSEs and providing therapy through individual sessions are discussed.