The Power of Stories: Facilitating Social Communication in Children with Limited Language Abilities

Autor/inn/en	Brinton, Bonnie; Fujiki, Martin
Titel	The Power of Stories: Facilitating Social Communication in Children with Limited Language Abilities
Quelle	In: School Psychology International, 38 (2017) 5, S.523-540 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034317713348
Schlagwörter	Interpersonal Communication; Language Impairments; Class Activities; Bibliotherapy; At Risk Students; Childrens Literature; Language Processing; Illustrations; Sentence Structure; Interpersonal Competence; Intervention; Teaching Methods; Special Education; Cues; Nonverbal Communication; Intonation; Reflection; Reading Aloud to Others; Role Playing; Dialogs (Language); Academic Failure; Picture Books; Social Development; Emotional Development; Pragmatics + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Bibliotherapie; 'Children''s literature'; Kinderliteratur; Sprachverarbeitung; Bildliche Darstellung; Satzbau; Satzstruktur; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Rollenspiel; Dialog; Dialogs; Dialogue; Dialogues; Picture book; Bilderbuch; Soziale Entwicklung; Gefühlsbildung; Pragmalinguistik
Abstract	Children with limited language expression and comprehension abilities are at risk for academic failure, particularly in literacy acquisition. In addition, these children often have poor social outcomes, including difficulty forming friendships, social exclusion, withdrawal, and victimization. The academic and social difficulties that these children experience are associated with their poor language processing skills, limited conversational ability, and weak social and emotional knowledge. A social communication approach utilizing children's literature is suggested as one approach to address these three areas simultaneously. This approach involves sharing books with a strong story structure, rich social and emotional content, and engaging illustrations. Flexible scripts are created to guide interventionists to elicit the production of complex sentence structures, highlight conversational cooperation, and facilitate emotion understanding. To provide continuity of instruction, these bibliotherapeutic procedures can be implemented by special service providers in intervention sessions as well as by teachers in general classroom activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01