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Language intervention using whole la...

Sargent, Amy Lorene Temple.

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Language intervention using whole language and direct instruction strategies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language intervention using whole language and direct instruction strategies./
Author:	Sargent, Amy Lorene Temple.
Description:	83 p.
Notes:	Source: Masters Abstracts International, Volume: 33-02, page: 0529.
Contained By:	Masters Abstracts International33-02.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1358641

Language intervention using whole language and direct instruction strategies.
Sargent, Amy Lorene Temple.

Language intervention using whole language and direct instruction strategies. - 83 p.

Source: Masters Abstracts International, Volume: 33-02, page: 0529.

Thesis (M.A.)--California State University, Fresno, 1994.

This study sought to determine which of two language treatments would be more effective for receptive and expressive vocabulary growth in a classroom setting. Three special day classrooms with severely language-learning impaired students, between the first and third grades, participated in this study. One classroom of students received language treatment based on the whole language philosophy, one classroom received direct instruction intervention, and one classroom served as the control group. Students with developmental disabilities, hearing impairment, or who were learning English as a second language were excluded from the analysis.Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Language intervention using whole language and direct instruction strategies.
LDR:01938nmm 2200277 4500 001 1820717
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008 130610s1994 eng d
035 $a (UnM)AAI1358641
035 $a AAI1358641
040 $a UnM $c UnM
100 1 $a Sargent, Amy Lorene Temple. $3 1909928
245 1 0 $a Language intervention using whole language and direct instruction strategies.
300 $a 83 p.
500 $a Source: Masters Abstracts International, Volume: 33-02, page: 0529.
500 $a Chairman: Steven Wadsworth.
502 $a Thesis (M.A.)--California State University, Fresno, 1994.
520 $a This study sought to determine which of two language treatments would be more effective for receptive and expressive vocabulary growth in a classroom setting. Three special day classrooms with severely language-learning impaired students, between the first and third grades, participated in this study. One classroom of students received language treatment based on the whole language philosophy, one classroom received direct instruction intervention, and one classroom served as the control group. Students with developmental disabilities, hearing impairment, or who were learning English as a second language were excluded from the analysis.
520 $a Pre and post treatment language samples were elicited using picture books, and analyzed to measure the expressive use of seasonal vocabulary. As a test of receptive vocabulary comprehension, each student was asked to describe specific seasonal vocabulary. Results indicate that both experimental groups displayed equal vocabulary growth and the direct instruction group displayed greater increase in frequency of vocabulary use.
590 $a School code: 6050.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Education, Elementary. $3 516171
690 $a 0460
690 $a 0524
710 2 0 $a California State University, Fresno. $3 1017612
773 0 $t Masters Abstracts International $g 33-02.
790 1 0 $a Wadsworth, Steven, $e advisor
790 $a 6050
791 $a M.A.
792 $a 1994
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1358641