Objecive: The use of multimodal intervention on vocabulary comprehension has been proven to be beneficial in language therapy. Several research investigations in the literature focused on vocabulary development of English Learners (EL) who were older or diagnosed with learning disabilities. A limited number of studies focus soley on EL students with Specific Language Impairment (SLI). Additionally, studies connected with EL students with SLI focused on the use of Spanish and English during the intervention phase. In 2019, ASHA conducted a demongraphic profile to identify bilingual service providers. Of the 201,961 individuals ASHA represented, which excluded NSSLHA members, 13,211 (6.5%) indicated they met the ASHA definition of bilingual service provider. Investigating the effects of multimodal intervention on vocabulary comprehension can faciliatethe improvement of evidence-based practices used by monolingual SLPs. This investigation set out to determine the effectiveness of vocabulary in school-age English learners (K-2) with SLI. This study’s secondary purpose aimed to establish an ecologically valid and reliable design that could be replicated on a larger scale in future research. Method: The investigation utilized a single subject case changing criterion research design in order to determine the effectiveness of multimodal vocabulary intervention on vocabulary comprehension. The multimodal intervention was used to present a set number of targeted vocabulary words to the participants. Participants completed a pretest and posttest to further support the effectiveness of the intervention. Vocabulary was presented verbally and visually. Participants attended three 30-minute therapy sessions per week, for a total of 15 sessions. Results: The results from this investigation indicated a positive relationship between the intervention and vocabulary comprehension. While the data analysis did not indicate a significant difference, the posttest scores and upward trend in the intervention phases of this investigation showed that multimodal intervention may be a viable therapeutic intervention tool to assist EL students with improving their vocabulary acquisition and comprehension skills. Therefore, the intervention may improve the populations academic performance. Further invesitgation is warranted to determine a significant difference.
