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Efficacy of the "TELL" Language and Literacy Curriculum for Preschoolers with Developmental Speech and/or Language Impairment
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Wilcox, M. Jeanne; Gray, Shelley I.; Guimond, Amy B.; Lafferty, Addie E. – Early Childhood Research Quarterly, 2011
The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package ("Teaching Early Literacy and Language" ["TELL"]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or…
Descriptors: Oral Language, Language Impairments, Phonological Awareness, Preschool Children
A Meta-Analysis of Morphological Interventions: Effects on Literacy Achievement of Children with Literacy Difficulties
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Goodwin, Amanda P.; Ahn, Soyeon – Annals of Dyslexia, 2010
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall,…
Descriptors: Reading Comprehension, Reading Difficulties, Language Impairments, Phonological Awareness
Teaching Students with Severe Speech and Physical Impairments a Decoding Strategy Using Internal Speech and Motoric Indicators
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Swinehart-Jones, Dawn; Heller, Kathryn Wolff – Journal of Special Education, 2009
Children who have severe speech and physical impairments often have difficulty acquiring literacy skills. One critical area of literacy instruction involves promoting word identification though the development of decoding strategies that can be implemented by students independently. This study investigated teaching four students who have cerebral…
Descriptors: Decoding (Reading), Reading Instruction, Word Recognition, Special Needs Students
Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification
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Coleman-Martin, Mari Beth; Heller, Kathryn Wolff; Cihak, David F.; Irvine, Kathryn L. – Focus on Autism and Other Developmental Disabilities, 2005
This study determined if the use of computer-assisted instruction would be an effective method to promote word identification using the Nonverbal Reading Approach (NRA). Three students with severe speech impairments and concomitant physical disabilities or autism were provided decoding and word identification instruction using the NRA across three…
Descriptors: Teaching Methods, Identification, Speech Impairments, Physical Disabilities