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Direct linkSteele, Sara C.; Mills, Monique T. – Child Language Teaching and Therapy, 2011
The purpose of this article is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional…
Descriptors: Evidence, Educational Strategies, Intervention, Language Impairments
Korat, Ofra – Computers & Education, 2010
The effect of reading an electronic storybook (e-book) on Israeli children's language and literacy was examined in kindergarten children (N = 40; age 5:2-6:3) compared to first graders (N = 50; age 6:3-7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control…
Descriptors: Control Groups, Reading Comprehension, Kindergarten, Grade 1
Chambers, Bette; Slavin, Robert E.; Madden, Nancy A.; Abrami, Philip C.; Tucker, Bradley J.; Cheung, Alan; Gifford, Richard – Elementary School Journal, 2008
This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All…
Descriptors: Beginning Reading, Grade 1, Reading Instruction, Technology Integration
