Literaturnachweis - Detailanzeige
Autor/inn/en | Dawes, Emily; Leitão, Suze; Claessen, Mary; Kane, Robert |
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Titel | A Randomized Controlled Trial of an Oral Inferential Comprehension Intervention for Young Children with Developmental Language Disorder |
Quelle | In: Child Language Teaching and Therapy, 35 (2019) 1, S.39-54 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0265-6590 |
DOI | 10.1177/0265659018815736 |
Schlagwörter | Young Children; Language Impairments; Developmental Disabilities; Oral Language; Comprehension; Inferences; Cognitive Ability; Language Skills; Phonological Awareness; Intervention; Control Groups; Experimental Groups; Scores; Outcomes of Treatment; Elementary School Students; Randomized Controlled Trials; Foreign Countries; Australia Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Oral interpretation; Mündlicher Sprachgebrauch; Verstehen; Verständnis; Inference; Inferenz; Denkfähigkeit; Language skill; Sprachkompetenz; Ausland; Australien |
Abstract | Although children with developmental language disorder demonstrate poor inferential comprehension, few studies have evaluated the effect of interventions to improve inferencing. This study aimed to investigate the efficacy of a small-group intervention designed to improve oral inferential comprehension of narrative discourse. Thirty-seven 5- to 6-year-old children with developmental language disorder participated. The participants were randomly allocated to the oral inferential comprehension (IC) intervention or a control phonological awareness (PA) intervention. Small-group sessions took place twice a week over 8 weeks. Participants were assessed on narrative comprehension and phonological awareness skills pre- and post-intervention, and after a maintenance period of 8 weeks. Compared to the control PA group, the participants in the IC group demonstrated a significant increase in inferential comprehension scores from pre- to post-intervention, which was maintained over time. In addition, the IC group scored significantly higher than the PA group for inferential comprehension on a post-intervention generalization measure. There was no significant difference between the two groups for literal comprehension scores at any assessment point. The results demonstrate that the small-group intervention was effective at improving inferential comprehension of narratives in 5- to 6-year-old children with developmental language disorder. Additionally, generalized improvement was shown across the narrative context, and improvements were maintained two months following the intervention. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |