Language Delays, Reading Delays, and Learning Difficulties: Interactive Elements Requiring Multidimensional Programming

Title
Language Delays, Reading Delays, and Learning Difficulties: Interactive Elements Requiring Multidimensional Programming
Publication Date
2007
Author(s)
Hay, Ian
Elias, Gordon
Fielding-Barnsley, Ruth
Homel, Ross
Freiberg, Kate
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Sage Publications, Inc
Place of publication
United States of America
DOI
10.1177/00222194070400050301
UNE publication id
une:7123
Abstract
Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.
Link
Citation
Journal of Learning Disabilities, 40(5), p. 400-409
ISSN
1538-4780
0022-2194
Start page
400
End page
409

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