Guiding Language Participation in Classroom Discourse: Strategies for Children with Language Difficulties.Report as inadecuate




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This study examined methods of providing language evaluation and remediation services to students with language impairments in the regular classroom in order to focus on authentic classroom-based language and discourse. Evaluation was through observation of routine social uses of dialogue between students and teachers. Remedial strategies involved coaching behaviors situated in the classroom context. Three elementary school-aged children with expressive language difficulties each received language support three to four times each week, for approximately 30-minute periods. Sit-in language support involved providing individual cuing (visual, gestural, or tactile) and modeling to help the child participate competently in discourse; pull-aside language support consisted of discussions in alcoves or just outside the classroom to provide constructive feedback. Pull-out language remediation was used primarily at the beginning of the school year for formal evaluation and planning. Examples from sessions with each child illustrate the different types of support provided. Evaluation found a qualitative improvement in the students' classroom communicative competence and suggests that the guided participation in classroom discourse yielded appropriate communication strategies, which resulted in reinforcement and internalization. (Contains 24 references.) (DB)

Descriptors: Case Studies, Classroom Communication, Communication Skills, Cues, Elementary Education, Expressive Language, Inclusive Schools, Interpersonal Communication, Language Impairments, Prompting, Remedial Instruction, Speech Language Pathology, Student Evaluation, Teaching Methods











Author: Falk-Ross, Francine

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12514&id=ED417511







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