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Five Minutes a Day to Improve Comprehension Monitoring in Oral Language Contexts: An Exploratory Intervention Study with Prekindergartners from Low-Income Families
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Kim, Young-Suk Grace; Phillips, Beth – Topics in Language Disorders, 2016
Comprehension monitoring has received substantial attention as a reading comprehension strategy. However, comprehension monitoring is not limited to the reading context, but applies to the oral context for children's listening comprehension, which is a critical foundation for reading comprehension. Therefore, a systematic and explicit…
Descriptors: Oral Language, Intervention, Preschool Education, Low Income Students
Five Minutes a Day to Improve Comprehension Monitoring in Oral Language Contexts: An Exploratory Intervention Study with Prekindergartners from Low-Income Families
Peer reviewed Peer reviewed
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Kim, Young-Suk Grace; Phillips, Beth – Grantee Submission, 2016
Comprehension monitoring has received substantial attention as a reading comprehension strategy. However, comprehension monitoring is not limited to the reading context, but applies to the oral context for children's listening comprehension, which is a critical foundation for reading comprehension. Therefore, a systematic and explicit…
Descriptors: Oral Language, Intervention, Preschool Education, Low Income Students
The Effects and Feasibility of Using Tiered Instruction to Increase Conversational Turn Taking for Preschoolers with and without Disabilities
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Robbins, Sandra Hess – ProQuest LLC, 2013
The purpose of the study was to examine the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were…
Descriptors: Preschool Children, Disabilities, Comparative Analysis, Inclusion