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Background & Aims: Preschool and early school‐aged children with specific language impairment not only have spoken language difficulties, but also are at risk of future literacy problems. Effective interventions targeting both spoken language and emergent literacy skills for this population are limited. This paper reports a feasibility study of a hybrid language intervention approach that targets vocabulary knowledge and phonological awareness skills within the context of oral narrative, storybook reading, and drill‐based games. This study also reports on two novel, experimental assessments that were developed to expand options for measuring changes in lexical skills in children.

Methods & Procedures: Seventeen children with specific language impairment participated in a pilot within‐group evaluation of a hybrid intervention programme. The children's performance at pre‐ and post‐intervention was compared on a …