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One challenge faced by special education teachers in Sri Lanka is in the implementation of whole-class vocabulary enrichment activities. There has been a growing interest in using multisensory, interactive storytelling as a means of encouraging vocabulary development. This study aimed to evaluate the effectiveness of integrating local stories into multi-sensory story-telling and story-making activities as part of a whole-class speech and language therapy programme to assist the teaching and learning of target vocabulary. Two local children’s stories together with relevant story-telling and story-making activities were introduced to 30 children with languagelearning difficulties accessing special education in the south of the country. The children received weekly storytelling sessions for 3 months via trained teaching staff. Receptive and expressive vocabulary measures were undertaken before and after the

‘Story Boxes’: Using a Multisensory Story Approach to Develop Vocabulary in Children Experiencing Language-Learning Difficulties