scholarly journals A Case Study on the Effect of Vocabulary Intervention Program Based on Morphological Awareness of Children with Language Learning Disability

2021 ◽  
Author(s):  
Ji-yeong Oh ◽  
Kyunghee Jung
Keyword(s):  
Language Learning ◽  
Learning Disability ◽  
Intervention Program ◽  
Morphological Awareness ◽  
Vocabulary Intervention ◽  
Language Learning Disability

Theory-Guided Spelling Assessment and Intervention

2001 ◽  
Vol 32 (3) ◽  
pp. 182-195 ◽  
Author(s):  
Kenn Apel ◽  
Julie J. Masterson
Keyword(s):  
Group Intervention ◽  
Intervention Program ◽  
Morphological Awareness ◽  
Orthographic Knowledge ◽  
Clinical Settings ◽  
Spelling Development ◽  
Word Level ◽  
Clinically Significant ◽  
Intensive Group

Purpose : Current research and theory in spelling development and best practices for literacy instruction were reviewed to develop a set of theoretically guided assessment and intervention procedures. These procedures were applied to the case of a 13-year-old student with spelling difficulties. Method : The student was involved in an intensive group intervention program that focused on increasing foundational skills for spelling and on oral word-level reading. Assessment results led to an intervention program targeting phonemic and morphological awareness skills and orthographic knowledge. Results : The student demonstrated clinically significant growth in phonemic and morphological awareness, orthographic knowledge, spelling, and word-level reading. Conclusion : Results of the case study suggest that assessment and intervention procedures guided by theory and research can lead speech-language pathologists to effective participation in aspects of spelling remediation. Additionally, the case study may serve as a model for clinical services and evidence-based practice within clinical settings.

School-Based Speech-Language Pathologists' Knowledge/Use of Morphological Awareness Instruction: Results of a Survey

2019 ◽  
Vol 4 (4) ◽  
pp. 696-703 ◽  
Author(s):  
Joy E. Good
Keyword(s):  
Clinical Practice ◽  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Morphological Awareness ◽  
Speech Language Pathologists ◽  
School Based ◽  
Level Of Satisfaction ◽  
Language Learning Disability ◽  
High Level

Purpose This study was conducted to gain a better understanding of the role that morphological awareness instruction plays in school-based speech-language pathologists' (SLPs) clinical practice. Issues related to their knowledge and use of morphological awareness instruction and their overall level of satisfaction with this type of treatment were examined in the survey. Method Members of the School-Based Issues Special Interest Group 16 responded to an invitation to complete an electronic survey related to morphological awareness instruction. Results The majority of the survey participants did report using morphological awareness instruction within their clinical practice. SLPs were most likely to provide morphological awareness instruction to clients in the elementary grades diagnosed with either a language learning disability or specific language impairment. Specific activities used varied across survey participants, but the majority expressed a high level of satisfaction with this type of intervention. Conclusion Data from the current survey reveal that many SLPs recognize the benefits of morphological awareness instruction. Educational and clinical implications are discussed.

scholarly journals Facilitating pragmatic skills through role-play in learners with language learning disability

2017 ◽  
Vol 64 (1) ◽  
Author(s):  
Fareeaa Abdoola ◽  
Penelope S. Flack ◽  
Saira B. Karrim
Keyword(s):  
Language Learning ◽  
Learning Disability ◽  
Learning Strategy ◽  
Role Play ◽  
Real Life ◽  
Control Group ◽  
Stylistic Variation ◽  
Therapy Approach ◽  
Pragmatic Skills ◽  
Language Learning Disability

Background: Role-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement.Aim: The aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD.Method: The use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records.Results: Results revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results.Conclusion: Role-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

Metaphoric Comprehension in Adolescents With Traumatic Brain Injury and in Adolescents With Language Learning Disability

1993 ◽  
Vol 24 (2) ◽  
pp. 100-107 ◽  
Author(s):  
Roger L. Towne ◽  
Laura M. Entwisle
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Language Learning ◽  
Learning Disability ◽  
Figurative Language ◽  
Normal Subjects ◽  
Language Competence ◽  
Special Education Needs ◽  
Education Needs ◽  
Language Learning Disability

The purpose of the present study was to compare comprehension of figurative language in the form of metaphors between adolescents with traumatic brain injury (TBI) and adolescents with language learning disability (LLD). The metaphoric comprehension subtest of the Test of Language Competence (Wiig & Secord, 1985) was administered to adolescents and young adults with TBI, to those with LLD, and to subjects without TBI and LLD (normal subjects). The results indicated that the subjects with TBI comprehended metaphors little differently than did the normal subjects. The subjects with LLD, in contrast, demonstrated significantly poorer comprehension of metaphors than both the normal subjects and subjects with TBI. These results are discussed in relation to appropriate special education needs and placement of the student with TBI.

Discourse processes underlying social competence in children with language learning disabilities

1997 ◽  
Vol 9 (1) ◽  
pp. 95-108 ◽  
Author(s):  
DENISE D. VALLANCE ◽  
MAXINE GALLANDER WINTRE
Keyword(s):  
At Risk ◽  
Social Competence ◽  
Language Learning ◽  
Learning Disability ◽  
Language Impairment ◽  
Figurative Language ◽  
Learning Disabled ◽  
Social Discourse ◽  
Discourse Skills ◽  
Language Learning Disability

Children with both a language impairment and a learning disability are at risk for poor social competence. Yet the processes that place these children at risk remain unclear. A developmental–organizational perspective was used to explore processes underlying risk for poor social competence among language learning disabled children. To this end, the relative influences of language learning disability and social discourse skills on social competence were examined in 50 language learning disabled (LLD) and 50 control (non-LLD) children aged 8–12 years. Findings indicated that social discourse skills mediated the relation between LLD status and children's social competence. Specifically, a domain of social discourse, figurative language, was the strongest mediator of the effect of LLD status on social competence. Additionally, differences were confirmed between the LLD and non-LLD group in two domains of social discourse, recreating sentences and figurative language, as well as social competence. Two other domains of social discourse, understanding ambiguous sentences and making inferences, did not discriminate the groups. The findings emphasize the importance of analyzing interrelations among domains to identify critical factors related to developmental outcomes.

scholarly journals Effect of READ1 on latent profiles of reading disability and comorbid attention and language learning disability subtypes

2019 ◽  
Author(s):  
Miao Li ◽  
Dongnhu T. Truong ◽  
Mellissa DeMille ◽  
Jeffrey G. Malins ◽  
Maureen W. Lovett ◽  
...  
Keyword(s):  
Language Learning ◽  
Reading Disability ◽  
Learning Disability ◽  
Genetic Variants ◽  
Latent Profile Analysis ◽  
Regulatory Element ◽  
Genetic Associations ◽  
Poor Reading ◽  
Phonological Deficit ◽  
Language Learning Disability

AbstractRecent studies of co-occurring reading disability (RD) and attention deficit/hyperactivity disorder (ADHD), and co-occurring RD and language learning disability (LLD), support a core disability plus co-occurrence model focused on language and attention. Genetic factors have been associated with poor reading performance. However, little is known about whether different genetic variants independently contribute to RD co-occurrence subtypes. We aimed to identify subgroups of struggling readers using a latent profile analysis (LPA) in a sample of 1,432 Hispanic American and African American youth. RD classes were then tested for association with variants of READ1, a regulatory element within the candidate RD risk gene,DCDC2. Six groups were identified in the LPA using RD designation as a known-class variable. The three RD classes identified groups of subjects with neurocognitive profiles representing RD+ADHD, specific phonological deficit RD, and RD+LLD. Genetic associations across RD subtypes were investigated against functional groupings of READ1. The RU1-1 group of READ1 alleles was associated with RD cases that were marked by deficits in both processing speed and attention (RD + ADHD). TheDCDC2microdeletion that encompasses READ1 was associated with RD cases showing a phonological deficit RD profile. These findings provide evidence for differential genetic contribution to RD subtypes, and that previously implicated genetic variants for RD may share an underlying genetic architecture across population groups for reading disability.

Sign in / Sign up

Export Citation Format

Share Document