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Direct linkLindsay R. Dennis; Kelly Farquharson; Anne Reed; Rebecca Summy; Jennifer Westmoreland; Kimberline Clark – Topics in Early Childhood Special Education, 2024
This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five U.S.…
Descriptors: Reading Strategies, Speech Language Pathology, Paraprofessional School Personnel, Students with Disabilities
Wasik, Barbara A.; Hindman, Annemarie H. – Grantee Submission, 2020
Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic individualized coaching. Thirty-five teachers were randomly assigned by site to the intervention (20) or the…
Descriptors: Preschool Teachers, Faculty Development, Preschool Children, Vocabulary Development
Griffin, W. – National Professional Development Center on Autism Spectrum Disorders, 2017
A hallmark of Autism spectrum disorder (ASD) is difficulties with social communication, and some learners with ASD experience additional deficits in expressive and/or receptive language that impair their ability to interact with others. However, a strength observed in many learners with ASD is responding to visual cues and structure. The use of…
Descriptors: Evidence Based Practice, Scripts, Autism, Pervasive Developmental Disorders
DeVeney, Shari L.; Hagman, Jessica L. – EBP Briefs (Evidence-based Practice Briefs), 2016
Clinical Questions: Would a child who is a late talker (P) show greater improvement with parent-implemented intervention models (I) or with clinician-directed intervention models (C) as shown by improvements in expressive language skills (O)? If so, under what circumstances? Method: Literature Review. Study Sources: Education Source, ERIC,…
Descriptors: Comparative Analysis, Early Intervention, Speech Language Pathology, Allied Health Personnel
Yeung, Susanna S. S.; Siegel, Linda S.; Chan, Carol K. K. – Reading and Writing: An Interdisciplinary Journal, 2013
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction…
Descriptors: Learning Activities, Reading Instruction, Spelling, English (Second Language)
Haygood, Etta L. – 1989
A kindergarten teacher implemented a practicum with her students in an effort to improve their receptive and expressive vocabularies. Five kindergarten students were selected from the 23 identified as language-impaired. Four of these five participated in the practicum to its completion. During a 10-week period, target children were involved in…
Descriptors: Check Lists, Classroom Techniques, Expressive Language, Grouping (Instructional Purposes)
