Abstract:
Background: The Colourful Semantics approach (Bryan, 1997) has been used effectively to support
vocabulary and syntactic development with children experiencing language-learning difficulties
(Bennington, 2011; Bryan, 2008; Ebbels and van der Lely, 2001; Morrissey, 2010; Wade, 2009).
Using a colour-coding system and thematic roles, it helps children learn to use and respond to key
‘wh’ questions.
Objectives:The aim of this study was to evaluate the effectiveness of using the Colourful Semantics
approach to develop target vocabulary knowledge and the use of Subject- Object-Verb (SOV)
structures in Sri Lankan-Tamil speaking children experiencing language-learning difficulties.
Methodology:Thirty Sri Lankan-Tamil speaking children identified with language-learning
difficulties attending a community centre in a deprived area were included in the study. The Colourful
Semantics approach was introduced as a whole-class approach via the teacher and incorporated into
daily literacy activities for 6 weeks. Pre- and post-intervention measures were undertaken on five
receptive and expressive language and literacy measures of vocabulary and syntax.
Outcomes & Results: There were positive changes in all the vocabulary and syntactic measures
undertaken at an individual and group level.
Conclusions: The Colourful Semantics approach can be used successfully as a whole-class
intervention approach, facilitated by the teacher under the supervision of a speech and language
therapist. The study supports the use of collaborative practice between speech and language therapists
and teachers, particularly in deprived and under-resourced areas.
