Browsing by Subject "grammar"

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    Evaluation of an Explicit Approach to Teach Grammatical Forms to Children with Developmental Language Disorders
    (2017-05) Engman, Jennifer
    The current study evaluated an alternative, explicit instruction procedure to teach true grammatical forms to children with developmental language disorders other than SLI. Two children with characteristics of ASD between the ages of 5 and 6 years participated in treatment targeting a weak grammatical structure. Each participant completed a series of treatment sessions that comprised implicit instructional approaches followed a series of treatment sessions that incorporated an explicit instructional approach. Accuracy was assessed during each session across baseline, implicit, and explicit conditions as well as 1 week, 1 month, and 2 months post treatment. Results revealed a significant advantage for the explicit treatment over the implicit treatment. Immediately after introducing an explicit instructional approach a marked increase in level and upward trend was observed as well as an increase in percent of non-overlapping data compared to baseline and implicit phases for both participants.
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    Verbs Matter: Verb Frequency and Phonological Complexity in Four Morphosyntactic Contexts
    (2022-10-06) Finestack, Lizbeth H.; Linert, Jamie; Ancel, Elizabeth; Hilliard, Lisa; Kuchler, Kirstin; Matthys, Olivia; finestack@umn.edu; Finestack, Lizbeth H.; University of Minnesota Child Language Intervention Lab
    Research indicates that when teaching grammatical forms to children, the verbs used to model specific grammatical inflections matter. When learning grammatical forms, children have higher performance when they hear many unique verb forms that vary in their frequency and phonological complexity. This dataset includes verbs derived from the language samples of English-speaking children aged 5 to 8.9 years used in one of the following four contexts: regular past tense -ed, third person singular -s, is/are + verb+ing, and do/does questions. We ranked verbs based on frequency and phonological complexity using the Word Complexity Measure developed by Stoel-Gammon (2010). We used this data to identify verbs to use when assessing the grammatical skills of children and when providing interventions for the targeted forms.