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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.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Language intervention using whole language and direct instruction strategies./
作者:	Sargent, Amy Lorene Temple.
面頁冊數:	83 p.
附註:	Source: Masters Abstracts International, Volume: 33-02, page: 0529.
Contained By:	Masters Abstracts International33-02.
標題:	Health Sciences, Speech Pathology. -
電子資源:	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.
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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.
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