The Effectiveness of the MWM and GOAL Programs in Developing General Language Abilities

1978 ◽  
Vol 1 (3) ◽  
pp. 32-38 ◽  
Author(s):  
Richard Logan ◽  
Ron Colarusso
Keyword(s):  
Learning Disabilities ◽  
High Risk ◽  
Training Programs ◽  
Kindergarten Children ◽  
Language Training ◽  
Language Abilities ◽  
Language Programs ◽  
Specific Language ◽  
Program Language ◽  
Goal Program

Many practitioners in the field of learning disabilities use training programs designed to improve the general language abilities in children. Two of the more frequently used language programs are the MWM Program for Developing Language Abilities and the GOAL Program: Language Development. This study assesses the effectiveness of the MWM and GOAL programs on the linguistic skills of high-risk kindergarten children. The article underscores the importance of distinguishing between general and specific language abilities when determining the effectiveness of a language training program.

scholarly journals Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities.

2020 ◽  
Vol 112 (4) ◽  
pp. 685-700 ◽  
Author(s):  
Marcia A. Barnes ◽  
Nathan H. Clemens ◽  
Anna-Mária Fall ◽  
Greg Roberts ◽  
Alice Klein ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
High Risk ◽  
Kindergarten Children ◽  
Cognitive Predictors

scholarly journals Prevalence of Specific Language Impairment in Kindergarten Children

1997 ◽  
Vol 40 (6) ◽  
pp. 1245-1260 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Nancy L. Records ◽  
Paula Buckwalter ◽  
Xuyang Zhang ◽  
Elaine Smith ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Kindergarten Children ◽  
Specific Language

scholarly journals Comparison of two caries prevention programs among Thai kindergarten: a randomized controlled trial

2020 ◽  
Author(s):  
Pagaporn Pantuwadee Pisarnturakit ◽  
Palinee Detsomboonrat
Keyword(s):  
High Risk ◽  
Controlled Trial ◽  
Low Risk ◽  
Kindergarten Children ◽  
Primary Molar ◽  
Permanent Molar ◽  
Carious Lesions ◽  
Caries Increment ◽  
Risk Approach ◽  
Clinical Trials Registry

Abstract Background: Intensified preventive regimen based on a ‘high-risk’ approach has been proposed instead the routine prevention that is generally given to the whole population. The effectiveness of these regimens may still be an issue. Therefore, the aim of this study was to compare two preventive programs carried out in a Public School for kindergarten children. Methods: The data from clinical examinations were used to assess the caries risk for 121 children. Children with at least 2 carious lesions were considered as high risk for dental caries development. These children were randomized into two groups. Half (High risk basic-HRB group) were provided the basic prevention regimen (oral-hygiene instruction and hands-on brushing practice for teachers and caregivers, daytime tooth brushing supervised by teachers at least once a week, newly erupted first permanent molar sealant, provision of toothbrush, fluoride-containing dentifrice, and a guidebook), which was also given to low-risk children (Low risk basic-LRB group). The other half (High risk intensive-HRI group) were additionally given an intensified preventive regimen (F-varnish application, primary molar sealant, and silver diamine fluoride (SDF) application on carious lesions). Clinical examinations were performed semiannually to determine the dmfs caries increment of the three groups. Results: The 89 children completed the 24-month examination were 3- to 5-year-old with 19, 35, and 35 children in the LRB, HRB, and HRI group, respectively. The new caries development at 24 months of the HRB group (75%) was higher than that of the HRI group (65.7%) and the LRB group (21.1%). One-way analysis of variance (ANOVA) indicated no significant differences of caries increment between the HRB and HRI groups at the end of our study ( p =0.709). Conclusions: The negligible difference in caries increment between the HRI and HRB groups implies that intensified prevention produced minimal additional benefit. Offering all children only basic prevention could have obtained virtually the same preventive effect with substantially less effort and lower cost. Trial registration: Thai Clinical Trials Registry (TCTR), TCTR20180124001. Registered 24 January 2018 - Retrospectively registered, https://www.clinicaltrials.in.th/TCTR20180124001.

Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning Disabilities

2021 ◽  
pp. 1-11
Author(s):  
Keisey Fumero ◽  
Carla Wood
Keyword(s):  
Learning Disabilities ◽  
English Learners ◽  
Progress Monitoring ◽  
Written Language ◽  
Fifth Grade ◽  
Language Abilities ◽  
Fifth Grade Students ◽  
School Year ◽  
Average Change ◽  
Grammatical Accuracy

Purpose: This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. Method: This sample of 127 fifth grade students consisted of ELs without identified disabilities ( n = 89) and ELs diagnosed with LLDs ( n = 38). Written language samples from a classroom-based expository writing task were coded for grammaticality and specific verb type of errors. An analysis of variance (ANOVA) between the groups that differed by language abilities was conducted at two time points to compare the frequency of errors and the average change in grammaticality from the beginning of the school year to the end of the school year. Results: EL students with and without LLDs performed similarly at the beginning of the school year. ELs without LLDs showed greater average change in accuracy across the school year. Significantly, higher proportions of verb tense and verb omission errors were demonstrated by ELs with LLDs when compared with their EL peers at the end of the school year. Overall grammatical accuracy was also lower for ELs with LLDs. Conclusions: Group differences at the end of the school year were confirmed in types and rate of verb errors. Results support the potential clinical utility of monitoring verb errors in writing samples over time as a supplemental tool in diagnostic evaluations and assessments for progress monitoring.

Population Evacuations in Industrial Accidents: A Review of the Literature about Four Major Events

2008 ◽  
Vol 23 (3) ◽  
pp. 276-281 ◽  
Author(s):  
Yechiel Soffer ◽  
Dagan Schwartz ◽  
Avishay Goldberg ◽  
Maxim Henenfeld ◽  
Yaron Bar-Dayan
Keyword(s):  
High Risk ◽  
Training Programs ◽  
The Elderly ◽  
Lessons Learned ◽  
Nuclear Accidents ◽  
Review Of The Literature ◽  
Industrial Accidents ◽  
The Disabled ◽  
Risk Areas ◽  
Event Planning

AbstractThis article reviews the literature describing four chemical and nuclear accidents and the lessons learned from each regarding the evacuation of civilian populations. Evacuation may save lives however, if poorly orchestrated, it may cause serious problems. For example, an inaccurate assessment of danger may lead to the evacuation of the same population twice, as the area requiring evacuation becomes larger than originally expected. Evacuation programs should focus on the vulnerable components of the populations, such as the elderly, children, and the disabled, and also should include plans for the care of pets and other animals. Training programs for civilians living near industrial centers and other high-risk areas should be considered. Finally, pre-event planning and preparation can improve the evacuation process and prevent panic behavior, and thus result in fewer casualties.

Assessing young learners’ foreign language abilities

2020 ◽  
Vol 54 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Marianne Nikolov ◽  
Veronika Timpe-Laughlin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Experimental Studies ◽  
Language Abilities ◽  
Language Programs ◽  
Young Learners ◽  
Foreign Language Programs ◽  
The Impact

AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

SLI Subgroups: Interaction Between Discourse Constraints and Morphosyntactic Deficits

1996 ◽  
Vol 39 (3) ◽  
pp. 655-660 ◽  
Author(s):  
Julia L. Evans
Keyword(s):  
Receptive Language ◽  
Language Impairments ◽  
Language Abilities ◽  
Specific Language ◽  
Syntactic Skills ◽  
Grammatical Errors ◽  
Specific Language Impairments ◽  
The Impact ◽  
A Performance

A performance-based model was employed to investigate the impact of discourse demands on the pattern of morphosyntactic deficits exhibited by children with Specific Language Impairments (SLI). The pattern of grammatical errors varied with respect to discourse demands for children with good receptive language abilities but remained stable and independent of changes in discourse demands for children with both expressive and receptive deficits. These findings suggest distinct deficit profiles for subgroups of children with SLI differing in receptive language abilities that are not evident when syntactic skills are investigated outside the context of ongoing spontaneous discourse.

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