The Effects of Multimodal Intervention on Vocabulary Comprehension of School Age English Learners with Specific Language Impairment PDF Download
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Author: Mesa Miller
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 0
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Book Description
Objective: The use of multimodal intervention on vocabulary comprehension has been proven to be beneficial in language therapy. Several research investigations in the literature focused on vocabulary development of English Learners (EL) who were older or diagnosed with learning disabilities. A limited number of studies focus solely on EL students with Specific Language Impairment (SLI). Additionally, studies conducted with EL students with SLI focused on the use of Spanish and English during the intervention phase. In 2019, ASHA conducted a demographic profile to identify bilingual service providers. Of the 201, 961 individuals ASHA represented, which excluded NSSLHA members, 13,211 indicated they met the ASHA definition of a bilingual service provider. Investigating the effects of multimodal intervention on vocabulary comprehension can facilitate the improvement of evidence-based practices used by monolingual SLPs. This investigation set out to determine the effectiveness of multimodal language intervention on the comprehension of curriculum-based vocabulary in school-age English learners (K-2) with SLI. This study's secondary purpose aimed to establish an ecologically valid and reliable design that could be replicated on a larger scale in future research. Method: The investigation utilized a single subject case changing criterion research design in order to determine the effectiveness of multimodal vocabulary intervention on vocabulary comprehension. The multimodal intervention was used to present a set number of targeted vocabulary words to the participants. Participants completed a pretest and posttest to further support the effectiveness of the intervention. Vocabulary was presented verbally and visually. Participants attended three 30-minute therapy sessions per week, for a total of 15 sessions. Results: The results from this investigation indicated a positive relationship between the intervention and vocabulary comprehension. While the data analysis did not indicate a significant difference, the posttest scores and upward trend in the intervention phases of this investigation showed that multimodal intervention may be a viable therapeutic intervention tool to assist EL students with improving their vocabulary acquisition and comprehension skills. Therefore, the intervention may improve the populations academic performance. Further investigation is warranted to determine a significant difference.
Author: Mesa Miller
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 0
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Book Description
Objective: The use of multimodal intervention on vocabulary comprehension has been proven to be beneficial in language therapy. Several research investigations in the literature focused on vocabulary development of English Learners (EL) who were older or diagnosed with learning disabilities. A limited number of studies focus solely on EL students with Specific Language Impairment (SLI). Additionally, studies conducted with EL students with SLI focused on the use of Spanish and English during the intervention phase. In 2019, ASHA conducted a demographic profile to identify bilingual service providers. Of the 201, 961 individuals ASHA represented, which excluded NSSLHA members, 13,211 indicated they met the ASHA definition of a bilingual service provider. Investigating the effects of multimodal intervention on vocabulary comprehension can facilitate the improvement of evidence-based practices used by monolingual SLPs. This investigation set out to determine the effectiveness of multimodal language intervention on the comprehension of curriculum-based vocabulary in school-age English learners (K-2) with SLI. This study's secondary purpose aimed to establish an ecologically valid and reliable design that could be replicated on a larger scale in future research. Method: The investigation utilized a single subject case changing criterion research design in order to determine the effectiveness of multimodal vocabulary intervention on vocabulary comprehension. The multimodal intervention was used to present a set number of targeted vocabulary words to the participants. Participants completed a pretest and posttest to further support the effectiveness of the intervention. Vocabulary was presented verbally and visually. Participants attended three 30-minute therapy sessions per week, for a total of 15 sessions. Results: The results from this investigation indicated a positive relationship between the intervention and vocabulary comprehension. While the data analysis did not indicate a significant difference, the posttest scores and upward trend in the intervention phases of this investigation showed that multimodal intervention may be a viable therapeutic intervention tool to assist EL students with improving their vocabulary acquisition and comprehension skills. Therefore, the intervention may improve the populations academic performance. Further investigation is warranted to determine a significant difference.
Author: Vanessa Wallis
Publisher:
ISBN:
Category : Language disorders
Languages : en
Pages : 0
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Book Description
Purpose: This investigation aimed to determine the effect of a multimodal intervention targeting the acquisition of novel vocabulary words in students with a mild to moderate language disorder (LD). In this context, multimodal is defined as a broad-spectrum approach utilizing various therapy delivery models to optimize treatment outcomes. Method: Three 7th grade students with primary eligibility of mild to moderate LD participated in this AB study with posttreatment follow-up. Following baseline data collections, a four-week intervention targeted ten predetermined vocabulary words which were taught using a multimodal intervention structure. Strategies included drawing, discussing and using the words, and playing a game based on the targeted words. Participants received six 30-45 minute vocabulary intervention sessions 1-2 times a week over four weeks and completed one follow-up test two weeks after the last session. Data were collected after each session to determine the percentage of words learned. Results: Upon completion of the intervention, all participants met criterion. Data revealed a statistically significant increase in the knowledge of the targeted words for all participants. At posttreatment follow-up, participants continued to demonstrate a clear understanding of the targeted words with retention scores remaining at or above criterion. Conclusion: Results signify a positive relationship between the intervention and successful lexical expansion, indicating that a multimodal approach is a viable tool in teaching new vocabulary words. Further research is needed to explore the effects of this treatment approach to improve and expand a student's lexical base.
Author: Ashley H. Levy
Publisher:
ISBN:
Category : Language disorders in children
Languages : en
Pages : 112
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Book Description
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
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Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Marc Marschark
Publisher: Oxford University Press
ISBN: 0190241411
Category : Education
Languages : en
Pages : 481
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Book Description
Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. Contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.
Author: W. Yule
Publisher: Cambridge University Press
ISBN: 9780521412193
Category : Medical
Languages : en
Pages : 500
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Book Description
Communication disabilities are common, although their precise nature and degree of severity vary greatly among individuals. They are among the most handicapping of disabilities because they isolate a person and in so doing restrict social, educational, and occupational opportunities. One of the purposes of this book was to bring together theoretical, practical, and clinical knowledge from several disciplines that bear on language and communication into some reasonably accessible form. The intent is to provide a broad and multi-faceted view of language development and language disorders. Thus, contributions from education, linguistics, psychology, pediatrics, psychiatry, neurology, neuropsychology, and speech therapy are included. They describe our current knowledge of language development, suggest classifications for language pathology, outline what is known of the epidemiology of language difficulties, consider assessment and therapy, alternative communication systems and the impact of the new technology on communication aids. The variety of perspectives that it provides will make it particularly useful to the range of specialists who are concerned with the development of communication skills and language disorders.
Author: Rhea Paul
Publisher: Elsevier Health Sciences
ISBN: 0323087140
Category : Medical
Languages : en
Pages : 785
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Book Description
Language Disorders from Infancy Through Adolescence, 4th Edition is the go-to text for all the information you need to properly assess childhood language disorders and provide appropriate treatment. This core resource spans the entire developmental period through adolescence, and uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, instruction best practices, and social skills assessment. Comprehensive text covers the entire developmental period through adolescence. Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice. Straightforward, conversational writing style makes this book easy to read and understand. More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis. UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned. Versatile text is perfect for a variety of language disorder courses, and serves as a great reference tool for professional practitioners. Highly regarded lead author Rhea Paul lends her expertise in diagnosing and managing pediatric language disorders. Communication development milestones are printed on the inside front cover for quick access. Chapter objectives summarize what you can expect to learn in each chapter. Updated content features the latest research, theories, trends and techniques in the field. Information on autism incorporated throughout the text Best practices in preliteracy and literacy instruction The role of the speech-language pathologist on school literacy teams and in response to intervention New reference sources Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.
Author: Samuel L. Odom
Publisher: Guilford Press
ISBN: 1606232487
Category : Psychology
Languages : en
Pages : 673
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Book Description
This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 32
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Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 654
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