Lapbooks: Adding Creativity to Literature-Based Intervention

2017 ◽  
Vol 2 (16) ◽  
pp. 5-19
Author(s):  
Jennifer K. Rickard
Keyword(s):  
Language Learning ◽  
Core Curriculum ◽  
Treatment Approach ◽  
Language Skills ◽  
Language Intervention ◽  
School Age Children ◽  
Pragmatic Language ◽  
Instructional Videos ◽  
Pragmatic Language Skills ◽  
File Folder

Contextualized language intervention (CLI) is a treatment approach that seeks to target multiple language skills in the context of meaningful, functional, and curriculum-based activities. For school-age children, literature-based language intervention is a type of CLI that can simultaneously target a variety of semantic, syntactic, and pragmatic language skills, while also supporting the core curriculum. This tutorial demonstrates how to design lapbooks (collections of mini-books, pockets, and foldables laid out in a standard file folder) to organize and creatively display the language learning activities completed for each literature unit. Links to a series of instructional videos are also provided via the author's YouTube channel ( https://www.youtube.com/channel/UCne6IbEwEf8eWVyJxHPXvPw ).

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

scholarly journals Pragmatic Language Skills: A Comparison of Children With Cochlear Implants and Children Without Hearing Loss

2019 ◽  
Vol 10 ◽  
Author(s):  
Michaela Socher ◽  
Björn Lyxell ◽  
Rachel Ellis ◽  
Malin Gärskog ◽  
Ingrid Hedström ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Language Skills ◽  
Pragmatic Language ◽  
Pragmatic Language Skills

Training Pragmatic Language Skills through Alternate Strategies with a Blind Multiply Handicapped Child

1988 ◽  
Vol 82 (3) ◽  
pp. 109-112
Author(s):  
C.J. Evans ◽  
C.J. Johnson
Keyword(s):  
Language Acquisition ◽  
Language Skills ◽  
Handicapped Child ◽  
Pragmatic Language ◽  
Searching Behavior ◽  
Communicative Responses ◽  
Teaching Manual ◽  
Acquisition Strategies ◽  
Pragmatic Language Skills ◽  
Blind Children

A blind multiply handicapped preschool child was taught to respond appropriately to two adjacency pair types. Where Question - Answer and Comment - Acknowledgement. Training involved teaching manual searching behavior as an alternate strategy for visual searching in response to “where” questions. Echolalic responses to comments initially served only a turn-taking function but, through explicit modification, gradually evolved into more appropriate and communicative responses. The blind child's appropriate responses to trained adjacency pair types increased significantly over the 14-week treatment period. The success of this program augers well for future efforts to develop communication-based interventions that incorporate the alternate language acquisition strategies available to blind children.

Pragmatic Language Assessment in Williams Syndrome: A Comparison of the Test of Pragmatic Language—2 and the Children's Communication Checklist—2

2013 ◽  
Vol 22 (2) ◽  
pp. 198-204 ◽  
Author(s):  
Anne Hoffmann ◽  
Marilee A. Martens ◽  
Robert Fox ◽  
Paula Rabidoux ◽  
Rebecca Andridge
Keyword(s):  
Peer Relationships ◽  
Social Relationships ◽  
Williams Syndrome ◽  
Language Impairment ◽  
Language Skills ◽  
Pragmatic Language ◽  
Older Children ◽  
Pragmatic Language Impairment ◽  
Pragmatic Language Skills ◽  
Language Measures

Purpose Individuals with Williams syndrome (WS) are recognized as having a strong desire for social relationships, yet many of them have difficulty forming and maintaining peer relationships. One cause may be impairments in pragmatic language. The current study compared the assessment of pragmatic language skills in individuals with WS using the Test of Pragmatic Language—Second Edition (TOPL–2; Phelps-Terasaki & Phelps-Gunn, 2007) and the Children's Communication Checklist—Second Edition (CCC–2; Bishop, 2003). Method Twenty children and adolescents diagnosed with WS were given the TOPL–2, and their parents completed the CCC–2. Results The TOPL–2 identified 8 of the 14 older children (ages 8–16 years) as having pragmatic language impairment and all of the 6 younger children (ages 6–7 years) as having such. In comparison, the CCC–2 identified 6 of the 14 older children and 2 of the 6 younger children as having pragmatic language impairment. The older group also had a higher composite score than the younger group on the CCC–2. Conclusion The TOPL–2 identified significantly more participants as having pragmatic language impairment than did the CCC–2. The TOPL–2 may be more useful in assessing pragmatic language in older children than younger children. The results offer important preliminary clinical implications of language measures that may be beneficial in the assessment of individuals with WS.

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