A Preliminary Evaluation of Fast ForWord-Language as an Adjuvant Treatment in Language Intervention

Autor/inn/en	Fey, Marc E.; Finestack, Lizbeth H.; Gajewski, Byron J.; Popescu, Mihai; Lewine, Jeffrey D.
Titel	A Preliminary Evaluation of Fast ForWord-Language as an Adjuvant Treatment in Language Intervention
Quelle	In: Journal of Speech, Language, and Hearing Research, 53 (2010) 2, S.430-449 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2009/08-0225)
Schlagwörter	Language Impairments; Children; Intervention; Instructional Effectiveness; Language Acquisition; Grammar; Story Telling + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Unterrichtserfolg; Sprachaneignung; Spracherwerb; Grammatik
Abstract	Purpose: Fast ForWord-Language (FFW-L) is designed to enhance children's processing of auditory-verbal signals and, thus, their ability to learn language. As a preliminary evaluation of this claim, we examined the effects of a 5-week course of FFW-L as an adjuvant treatment with a subsequent 5-week conventional narrative-based language intervention (NBLI) that targeted narrative comprehension and production and grammatical output. Method: Twenty-three children 6-8 years of age with language impairments were assigned randomly to 1 of 3 intervention sequences: (a) FFW-L/NBLI, (b) NBLI/FFW-L, or (c) wait/NBLI. We predicted that after both treatment periods, the FFW-L/NBLI group would show greater gains on measures of narrative ability, conversational grammar, and nonword repetition than the other groups. Results: After the first 5-week study period, the intervention groups, taken together (i.e., FFW-L/NBLI and NBLI/FFW-L), significantly outperformed the no-treatment wait/NBLI group on 2 narrative measures. At the final test period, all 3 groups displayed significant time-related effects on measures of narrative ability, but there were no statistically significant between-groups effects of intervention sequence. Conclusions: This preliminary study provides no evidence to support the claim that FFW-L enhances children's response to a conventional language intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10