Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities

Autor/inn/en	Anderson, Alida; Berry, Katherine A.
Titel	Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 22 (2017) 1, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
DOI	10.18666/LDMJ-2017-V22-I1-7668
Schlagwörter	Expressive Language; Language Skills; Oral Language; Language Impairments; Learning Disabilities; Language Arts; Elementary School Students; Grade 4; Urban Schools; Recall (Psychology); Achievement Tests; Children; Intelligence Tests; Woodcock Johnson Tests of Achievement; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung; Sprachkultur; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Abberufung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Child; Kind; Kinder; Intelligence test; Intelligenztest
Abstract	This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students' responses to oral story recall tasks following tableau lessons (n = 30), in comparison to conventional ELA lessons (n = 30). Measures of students' linguistic productivity and specificity included mean rate of use for different words, total words, and literate language features per utterance. Narrative cohesion was measured by mean frequency of cohesive elements in students' oral retellings. Findings showed increased linguistic productivity, specificity, and cohesion in students' oral retellings following tableau, as compared to conventional ELA lessons. Individual student findings across tableau and conventional ELA lessons indicated that students' unique language profiles influenced their gains in linguistic productivity, specificity, and cohesion. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01