Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming |
| |
Authors: | Hay Ian Elias Gordon Fielding-Barnsley Ruth Homel Ross Freiberg Kate |
| |
Affiliation: | University of New England, Armidale, New South Wales, Australia. Ian.Hay@une.edu.au |
| |
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. |
| |
Keywords: | |
本文献已被 PubMed 等数据库收录! |
|