Browsing by Subject "Grammar"

Now showing 1 - 4 of 4
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    Approaches to Grammar Intervention: A Look at Current Practice
    (2016-05) Satterlund, Kayla
    Abstract Purpose Weaknesses in grammar are a core weakness of many children with language impairment and are frequently targeted in language intervention. The present study nationally surveyed speech-language pathologists to better understand the intervention practices of clinicians currently treating grammatical weaknesses. Method A total of 383 participants responded to questions regarding components of grammar intervention through an online survey. Participants reported working primarily with children in early education (n=114), elementary school (n=224), and middle/high school (n=45). Results Participants provided extensive details of their interventions focused on grammatical forms. Participants’ treatment procedures, activities, and context varied based on the age group of their caseload reported. Across age groups, participants reported using modeling and recast procedures and book reading and conversation activities. Participants working with younger children most commonly reported working with children at home, and participants working with children in middle/high school most commonly reported working with children in small groups in the therapy room. Conclusion As researchers continue to develop and evaluate child language interventions, it is essential to have a strong understanding of current practice. Information from this study can be used to guide the development and empirical evaluation of grammatical approaches for children.
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    Evaluation of an explicit instructional approach to teach novel grammatical forms to children with autism spectrum disorders
    (2014-06) Miller, Danneka Joy
    Purpose: Limited or unusual syntax may reduce the functional use of language for children with ASD and exacerbate difficulties with academic and social skill development. The current study evaluated an explicit instructional approach to teach novel grammatical forms to children with ASD.Method: Eleven children with ASD between the ages of 4:4 and 9:9 years who demonstrated weaknesses in expressive grammatical language were randomly assigned to complete two space-themed computer games. In each game participants attempted to learn a novel grammatical form after receiving explicit or implicit instruction. During explicit instruction, the examiner presented a rule guiding the novel form to be learned as well as models of the form. During implicit instruction, only models of the grammatical form were presented. Learning was assessed during each of four treatment sessions and after a 1-week delay in two contexts.Results: Nonparametric analyses revealed a trending advantage for learning novel grammatical morphemes with an explicit instructional approach. Successful learners tended to have stronger expressive language skills then unsuccessful learners. Successful and unsuccessful learners did not differ in nonverbal intelligence or severity of autism- related behaviors.Conclusions: Explicit instruction may lead to more robust learning of targeted grammatical forms for children with ASD. Future research should continue to examine this effect using true grammatical forms.
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    Examining three types of correctional feedback about errors in mechanics and grammar in students with writing difficulties in grades 4-8.
    (2009-05) Du, Xiaoqing
    The purpose of this study was to examine the relative effects of three correctional feedback approaches focusing on mechanics and grammar on the overall writing performance of students with writing difficulties. Twenty-eight students in grades 4-8, 71% with learning disabilities and 29% with other high-incidence disabilities, who had Individualized Education Program (IEP) goals in writing, were randomly assigned to one of the three conditions: Correction Only, Correction + Write Again, and Correction + Explanation + Write Again. Participants' writing performance on the pre- and posttest was measured using three scoring procedures: correct minus incorrect word sequences, percentage of correct word sequences, and quality rating. Further examination was conducted on changes in error patterns from pre- to posttest. Findings have implications for providing one-on-one correctional feedback about errors in mechanics and grammar through writing tasks for better writing.
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    Some Applications of Logical and Psychological Principles
    (1893) Magnusson, Peter Magnus