Research Analysis on Language Intervention Studies for Young Children At-risk for Language Delays or Learning Disabilities from Low-Income and Multicultural Families

2018 ◽  
Vol 2 (2) ◽  
pp. 113-118
Author(s):  
Younwoo Lee
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Young Children ◽  
Low Income ◽  
Intervention Studies ◽  
Language Intervention ◽  
Language Delays ◽  
Children At Risk ◽  
Research Analysis

The Effects of Play-Based Intervention on Vocabulary Acquisition by Preschoolers at Risk for Reading and Language Delays

2017 ◽  
Vol 39 (2) ◽  
pp. 147-160 ◽  
Author(s):  
Ragan H. McLeod ◽  
Jessica K. Hardy ◽  
Ann P. Kaiser
Keyword(s):  
At Risk ◽  
Young Children ◽  
Low Socioeconomic Status ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Probe Design ◽  
Language Delays ◽  
Children At Risk ◽  
Vocabulary Word

Closing the vocabulary gap for young children at risk for reading and language delays due to low socioeconomic status may have far reaching effects, as the relationship between early vocabulary knowledge and later academic achievement has been well-established. Vocabulary instruction for young children at risk for reading and language delays during classroom play is understudied, but appears to be a useful context for such interventions. A multiple probe design across behaviors replicated across participants was conducted to evaluate the effects of Enhanced Milieu Teaching (EMT) techniques embedded in play sessions on target vocabulary word acquisition for preschool participants. Participants acquired target word sets in an average of 14 sessions, which, in addition to a book with target vocabulary, included interventionist’s use of the words in conversation and prompts to use target words in play routines. Implications for vocabulary instruction during play and future research are included.

Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

2017 ◽  
Vol 119 (13) ◽  
pp. 1-14
Author(s):  
Adina Shamir
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Young Children ◽  
Emergent Literacy ◽  
Book Reading ◽  
Children At Risk ◽  
Self Regulated Learning ◽  
Children's Book ◽  
And Control ◽  
Metacognitive Guidance

The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with meta-cognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.

Promoting Social Integration of Young Children at Risk for Learning Disabilities

1982 ◽  
Vol 5 (4) ◽  
pp. 379-387 ◽  
Author(s):  
Samuel L. Odom ◽  
Joseph R. Jenkins ◽  
Matthew L. Speltz ◽  
Michelle DeKlyen
Keyword(s):  
At Risk ◽  
Special Education ◽  
Learning Disabilities ◽  
Social Interaction ◽  
Young Children ◽  
Social Integration ◽  
Children At Risk ◽  
Handicapped Children ◽  
The Social ◽  
Interactive Play

The Integrated Preschool Curriculum (IPC), designed to facilitate the social integration of young children at risk for learning disabilities into mainstreamed and integrated special education classes, was compared with a standard early childhood education model curriculum. Social interaction data during play are reported for four integrated and two nonintegrated special education classes. Children in the IPC classes were found to exhibit significantly greater proportions of interactive and proximity play, while those in the contrast classes engaged in significantly greater proportions of isolate play. In the integrated classes implementing the IPC, a significantly greater proportion of the nonhandicapped children's interactive play involved handicapped children, as compared to the integrated classes employing the contrast curriculum. Similarly, in the IPC classes handicapped children played with their nonhandicapped peers more often. These data indicate that the IPC successfully promoted social interaction between handicapped and nonhandicapped students in integrated special education classes.

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