基于证据的语言障碍儿童课堂读写教学

IF 1.8 4区医学 Q1 LINGUISTICS

Topics in Language Disorders Pub Date : 2020-10-01 DOI:10.1097/TLD.0000000000000233

G. Gillon, Brigid C McNeill, A. Denston, Amy Scott, A. Macfarlane

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引用次数: 9

摘要

本研究调查了40名有言语和语言困难的入学儿童对全班语音意识和口语教学的反应。采用阶梯式楔形研究设计来比较为期10周的教师主导教学的直接影响。在第一学年监测了言语和语言困难儿童的进展情况，并与110名仅语言困难儿童和95名典型发育儿童进行了比较。有言语和语言需求的儿童在音素意识和词汇学习方面表现出强烈的干预反应，但需要更多的支持来将技能转移到单词解码和拼写上。在学年早些时候实施这一方法，使所有三个群体在年底的识字成绩都有所提高。讨论了积极的言语病理学家和教师合作的重要性，以支持循证基础识字教学的系统方法。

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Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties

This study investigated the response to class-wide phonological awareness and oral language teaching for 40 children who entered school with speech and language difficulties. A stepped wedge research design was adopted to compare the immediate impact of the 10-week teacher-led instruction. The progress of the children with speech and language difficulties was monitored over the first school year and compared with 110 children with language difficulties alone and 95 children with typical development. Children with speech and language needs showed a strong intervention response in phoneme awareness and vocabulary learning but needed more support to transfer skills to word decoding and spelling. Implementing the approach earlier in the school year resulted in stronger literacy performance at the year-end for all three groups. The importance of positive speech–language pathologist and teacher collaborations to support a systematic approach to evidence-based foundational literacy teaching is discussed.

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来源期刊

Topics in Language Disorders Multiple-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.