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The purpose of the sabbatical leave was to (a) review the extensive body of research and clinical literature on code-based reading difficulties and (b) prepare a journal manuscript and conference presentation to disseminate clinical information to a wide audience of school-based speech-language pathologists.
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Many students with a history of speech or language impairment have an elevated risk of reading difficulty. Specific subgroups of these students remain at risk of reading problems even after clinical manifestations of a speech or language disorder have diminished. These students may require reading intervention within a general education system of supports and services. The first part of this article describes three speech-language disorders that place elementary students at risk of reading problems: functional speech disorders, childhood apraxia of speech, and specific language impairment. Emphasis is given to research findings on the reading outcomes of students with these disorders. The second part of the article provides recommendations within an RTI framework that will assist Student Support Teams in identifying, monitoring, and supporting these students. © 2017 Taylor & Francis Group, LLC.
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Two approaches to systematic word review were integrated into an 18-week program of extended vocabulary instruction with kindergarten students from three high-need urban schools. Words in the embedded and semantically related review conditions received systematic and distributed review. In the embedded review condition, brief word definitions were integrated into the narratives of multiple storybooks. In the semantically related review condition, in-depth word review with explicit emphasis on semantic features and associations was provided during extension activities. Systematic review resulted in an almost twofold increase in target word learning. Embedded review was effective and time efficient, whereas semantically related review was time intensive but resulted in higher levels of word learning. There was a significant gain in Peabody Picture Vocabulary Test—III standard scores following the intervention.
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The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research–based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research–based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test–III administered at pretest received additional small–group supplemental vocabulary intervention. Results of within–subjects comparisons indicated that, overall, at–risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom–based instruction. In addition, at–risk students who received the supplemental intervention demonstrated word–learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.
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