Colourful Semantics: A Clinical Investigation

Autor/inn/en	Bolderson, Sarah; Dosanjh, Christine; Milligan, Claudine; Pring, Tim; Chiat, Shula
Titel	Colourful Semantics: A Clinical Investigation
Quelle	In: Child Language Teaching and Therapy, 27 (2011) 3, S.344-353 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659011412248
Schlagwörter	Sentences; Semantics; Form Classes (Languages); Grammar; Program Effectiveness; Therapy; Computer Assisted Instruction; Investigations; Language Impairments; Outcomes of Treatment; Data Analysis; Foreign Countries; Children; Early Childhood Education; United Kingdom + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Semantik; Analytischer Sprachbau; Grammatik; Therapie; Computer based training; Computerunterstützter Unterricht; Untersuchung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Auswertung; Ausland; Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Großbritannien
Abstract	Children with language difficulties often omit verbs and grammatical elements and fail to complete sentences. Bryan (1997) described "colourful semantics", a therapy she used to treat a 5-year-old boy. The therapy uses colour coding to highlight the predicate argument structure of sentences. This study further tested the therapy's effectiveness by assessing the progress of six 5- and 6-year-olds receiving it under clinical conditions. The children were assessed on the Renfrew Action Picture Test (RAPT), the Bus Story, the Test of the Reception of Grammar (TROG) and an informal verb assessment. They were assessed again after a 9-week baseline without therapy and then treated twice weekly for 8 weeks after which a final assessment was carried out. A clinician who did not know the children conducted the second and third assessments. RAPT information and grammar scores and the Bus Story information and mean sentence length scores all improved during therapy but not in the baseline. These results obtained under clinical conditions are encouraging and warrant a larger study of this approach. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10