Increasing Complex Syntax Use in Written Language in School-Age Students: A Multiple-Baseline Study of Sentence Combining

2018 ◽  
Vol 3 (16) ◽  
pp. 4-19
Author(s):  
Celeste Domsch ◽  
Linda R. Rodriguez ◽  
Laura E. Titzman ◽  
Ellen Kester
1989 ◽  
Vol 34 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Jack D. Edinger ◽  
Steven Lipper ◽  
Bobbie Wheeler

2021 ◽  
Vol 20 ◽  
pp. 108-117
Author(s):  
Clarissa W. Ong ◽  
Jennifer Krafft ◽  
Franchessca Panoussi ◽  
Julie M. Petersen ◽  
Michael E. Levin ◽  
...  

1989 ◽  
Vol 34 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Jack D. Edinger ◽  
Steven Lipper ◽  
Bobbie Wheeler

2007 ◽  
Vol 33 (3) ◽  
pp. 291-300 ◽  
Author(s):  
Adrian Wells ◽  
Peter Fisher ◽  
Samuel Myers ◽  
Jon Wheatley ◽  
Trishna Patel ◽  
...  

2008 ◽  
Vol 3 (4) ◽  
pp. 428-440 ◽  
Author(s):  
Mary Amanda Graham ◽  
Dale-Elizabeth Pehrsson

2021 ◽  
Vol 12 ◽  
Author(s):  
Anne Barwasser ◽  
Janine Bracht ◽  
Matthias Grünke

The number of students learning German as a second language (L2) is steadily increasing. Unfortunately, studies reveal that less-proficient school performance affects a larger proportion of these students and additional behavioral problems can create even greater learning barriers. In order to master a language, the focus is not only on vocabulary, but also on reading, and studies show that multi-component intervention in reading and L2 acquisition is particularly promising. Therefore, this multiple baseline study focuses on a multi-component storytelling intervention on vocabulary, reading, and letter sound fluency of low-achieving first graders with German as L2 with and without behavioral problems (N = 7). The intervention was implemented 3 times a week over a 6-week period. Results show significant large to very large effects on vocabulary and moderate to large effects on letter sound fluency and reading, providing indication for the positive impact of storytelling on multiple aspects simultaneously for the focused sample.


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