EFFECTIVE PEDAGOGICAL METHODS FOR DEVELOPING VOCABULARY RESERVES AND THE COLLABORATION OF SPEECH THERAPISTS, TEACHERS, AND PARENTS

Abstract

Vocabulary development is a critical component of children's overall language acquisition and academic success. This study examines the effectiveness of evidence-based pedagogical methods used in speech therapy practice for enriching the vocabulary reserves of preschool and primary school children with speech-language disorders. Using a descriptive-analytical and quasi-experimental research design, the study evaluates how structured collaboration among speech therapists (logopeds), classroom teachers, and parents enhances vocabulary outcomes. Results indicate that integrated triadic cooperation, combined with game-based, visual-contextual, and narrative immersion strategies, produces significantly greater vocabulary gains than any single-professional intervention. The article proposes a practical collaborative framework and offers concrete implications for inclusive educational settings.