Students with language delays are at a greater risk for vocabulary weakness, and students with restricted vocabulary are at risk for language delay. Vocabulary acquisition is an essential part of the US curriculum. When delays in vocabulary occur, intervention is warranted. Evidence-based vocabulary instruction requires the student to memorize what a word means and be able to recognize and use the word in many different contexts. The purpose of this investigation was to determine the effects of using the web-based program InferCabulary (IC), a semantic reasoning and multi-sensory intervention, to increase receptive vocabular in second-grade students with a mild to moderate mixed language delay. The primary investigator conducted an A-B single-subject design with two participants. The participants received intervention three times a week for twenty to twenty-five minutes for four weeks via telepractice. The investigation outcomes revealed improvements in receptive vocabulary.
