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Whyte, Shona; Edmonds, Amanda; Palasis, Katerina; Gerbier, Emilie – Research-publishing.net, 2022
Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim & Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, & Whyte, 2021),…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Learning Processes
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Seifert, Susanne; Schwab, Susanne; Gasteiger-Klicpera, Barbara – Reading & Writing Quarterly, 2016
This article aims to evaluate the whole-class reading program Language And Reading Skills (LARS) and its effects on the decoding, reading comprehension, and language abilities of 1st-language (L1) and 2nd-language (L2) German 2nd graders. The program consisted of teacher training and differentiated reading materials adapted to the needs of both L1…
Descriptors: Reading Programs, Second Language Learning, German, Reading Comprehension
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Henry, Louis H. – College Teaching, 1986
Little effort has been made to combine the "writing-to-oneself" process with an exercise in creative thinking as an effective way to teach any subject or to learn a given subject. A program to combine writing and a creativity exercise to foster learning for students studying basic economics is described. (MLW)
Descriptors: College Instruction, Economics, Expressive Language, Higher Education
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Howe, Bill – Journal of Learning Disabilities, 1982
A program was developed to increase the receptive and expressive language skills of 24 secondary learning-disabled students. Program units covered word sorting, sight-word vocabulary, key-word reading, reading rate, reading comprehension, listening, and writing. (Author/SW)
Descriptors: English Instruction, Expressive Language, Language Acquisition, Learning Disabilities
Cole, Martha – 1979
Language training for the non-verbal or language delayed child should utilize feedback to reinforce correct responses and should closely follow the syntactical development of normal children. The two basic areas of language training are receptive and expressive. Receptive language training includes attending and responding, following single phase…
Descriptors: Discrimination Learning, Expressive Language, Feedback, Language Handicaps
Hendrickson, Sharon – 1981
Principles of language assessment and instruction for Spanish speaking preschoolers at St. Mary's Hospital in Tucson, Arizona, are presented. Basic definitions and program model (which looks at the child's communication skills based purely on semantic content contained in spontaneous language samples) are explained. The program's theoretical bases…
Descriptors: Cognitive Development, Expressive Language, Intervention, Language Acquisition