Using a Collaborative Academic Conversation Approach to Improve Language and Literacy

2021 ◽  
pp. 1-11
Author(s):  
Claudia Dunaway ◽  
Carlee Lewis
Keyword(s):  
Explicit Instruction ◽  
Language Skills ◽  
Thinking Skills ◽  
Comprehensive Approach ◽  
Instructional Video ◽  
Classroom Teachers ◽  
Language Delays ◽  
Language And Literacy ◽  
Older Students ◽  
Support Materials

Purpose: This tutorial describes a comprehensive approach to the development of collaborative academic conversations in older students with language delays and impairments. Support materials including a link to an instructional video are provided. Conclusions: These students require systematic, explicit instruction to develop competence and to acquire the thinking and language skills required to productively engage in a collaborative academic conversation. Speech-language pathologists are uniquely equipped to prepare students for gainful participation and to collaborate with classroom teachers, ensuring transfer of language and thinking skills. Supplemental Material https://doi.org/10.23641/asha.16799545

Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability

2015 ◽  
Vol 46 (3) ◽  
pp. 194-206 ◽  
Author(s):  
S. Christy Hicks ◽  
Christopher J. Rivera ◽  
Charles L. Wood
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Explicit Instruction ◽  
Language Skills ◽  
Multiple Baseline ◽  
Language Delays ◽  
School Students ◽  
Baseline Design

Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

Mobile Devices as Effective Language Training Tools of Digital Era

2015 ◽  
pp. 962-975
Author(s):  
Revathi Viswanathan
Keyword(s):  
Pilot Study ◽  
Mobile Devices ◽  
Engineering Students ◽  
Language Skills ◽  
Language Teachers ◽  
Classroom Teachers ◽  
Language Training ◽  
Business English ◽  
Digital Era

Students of this digital era are proficient users of various gadgets, and it is the responsibility of language teachers to tap that expertise for facilitating learning beyond the classroom. Teachers can offer training to enhance students' language skills with the help of mobile devices through which modules could be shared. It helps students to get adequate practice in using the language skills. A short study was conducted recently by the author with a few engineering students who received training in business English through mobile devices. This chapter explores the current study. It must be stated that this study was a continuation of the pilot study conducted, in which students were encouraged to record and share their presentations through mobile devices.

The role of word reading and oral language skills in reading comprehension in Syrian refugee children

2020 ◽  
Vol 41 (6) ◽  
pp. 1283-1304
Author(s):  
Redab Al Janaideh ◽  
Alexandra Gottardo ◽  
Sana Tibi ◽  
Johanne Paradis ◽  
Xi Chen
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Refugee Children ◽  
Language And Literacy ◽  
Simple View Of Reading ◽  
Simple View ◽  
Syrian Refugee ◽  
Oral Language Skills

AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

The Use of Study Partner in the Manifestation of Science and Language Skills

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
BERNARDO C. LUNAR
Keyword(s):  
Critical Thinking ◽  
Significant Contribution ◽  
Language Skills ◽  
Writing Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Study Partner

A Study Guide was tailored to the students of De La Salle and was used as Study Partner. This employs the inquiry- based instruction through the 5 E’s of science lesson: Engage, Explore, Explain, Extend and Evaluate. The descriptive method of research was used in the study to determine the efficacy of the useof Study Partner in the manifestation of science and language skills among the respondents and its relationship to the grade of the students. Results showed that the use of the Study Partner in Human Anatomy and Physiology had been contributory to the enhancement of the language and science skills of the students. The use of the Study Partner had developed a process, reasoning and the critical thinking skills of the students as well as the reading and writing skills. A significant contribution is in the development of the critical thinking skills in science and the reading and writing skills in the language area. The process skills and the critical thinking skills developed were also found to have significant contribution to the final grade of the students in Human Anatomy and Physiology. Keywords - Education, efficacy, science skills, language skills, study guide, study partnerdescriptive design, De La Salle Lipa, Philippines

Teachers’ Intervention in Developing English Majors’ Critical Thinking When Teaching Writing in Chinese Universities

2017 ◽  
Vol 7 (12) ◽  
pp. 1290
Author(s):  
Mingzhu Hu
Keyword(s):  
Critical Thinking ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Writing ◽  
Chinese Universities ◽  
Self Calibration ◽  
Writing Problems ◽  
English Major ◽  
Development Of Students

Developing English major students’ critical thinking is very important to the development of students’ overall competence. Compared with other language skills, writing asks for more critical thinking skills, and in turn writing is a proper media for teachers to develop student’s critical thinking skills. From English major students’ writing pieces, we can tell that most of the writing problems are related with the deficiency of critical thinking skills. Therefore, in different stages of writing teaching, teachers should intervene in students’ learning and practicing by proper and purposeful directing and instructing so as to impel students to think critically and to write critically. And gradually students’ critical thinking skills of interpretation, analysis, explanation, inference, evaluation and self-calibration will get improved.

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