Language Delays, Reading Delays, and Learning Difficulties: Interactive Elements Requiring Multidimensional Programming
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| Title: | Language Delays, Reading Delays, and Learning Difficulties: Interactive Elements Requiring Multidimensional Programming |
|---|---|
| Language: | English |
| Authors: | Hay, Ian, Elias, Gordon, Fielding-Barnsley, Ruth, Homel, Ross, Freiberg, Kate |
| Source: | Journal of Learning Disabilities. Sep-Oct 2007 40(5):400-409. |
| Availability: | PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Grade 1 |
| Descriptors: | Reading Achievement, Reading Difficulties, Language Acquisition, Delayed Speech, Educational Research, Educational Strategies, Foreign Countries, Grade 1, Vocabulary Development, Learning Strategies, Memory, Comparative Analysis, Urban Schools, Intervention, Learning Problems |
| Geographic Terms: | Australia |
| ISSN: | 0022-2194 |
| Abstract: | Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming. |
| Abstractor: | Author |
| Entry Date: | 2007 |
| Access URL: | https://www.ingentaconnect.com/content/proedcw/jld/2007/00000040/00000005/art00003 |
| Accession Number: | EJ775532 |
| Database: | ERIC |
| Abstract: | Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming. |
|---|---|
| ISSN: | 0022-2194 |
