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An Exploration of Pre-School Teacher's Experiences of Using Play-Based Approaches to Develop Language and Literacy Skills within Their Classrooms of Children Aged Two to Five Years
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Aoife Roche; Clare Carroll; Mary-Pat O'Malley – Child Language Teaching and Therapy, 2024
In the Republic of Ireland, the Department of Children and Youth Affairs recommends implementing play-based learning in early education curricula. This research study set out to explore the following research question: What are pre-school teachers' beliefs, understandings and uses of play-based approaches to develop language and literacy skills in…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Teacher Attitudes
Improving Digital Storybook Story Comprehension in Kindergartners with Developmental Delays Using Peer-Assisted Learning Strategies
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Hui-Hsuan Chung; Szu-Yin Chu; Shu-Hsuan Kung; Wan-Chen Lin – Child Language Teaching and Therapy, 2024
This study evaluated the effect of peer-assisted learning strategies (PALS) intervention on the language and story comprehension skills of two kindergartners with developmental delays from a special education class while reading a digital storybook. The study was conducted in Taiwan with participants who spoke Mandarin Chinese. This study was a…
Descriptors: Educational Technology, Story Reading, Reading Comprehension, Kindergarten
Video Modeling and Word Identification in Adolescents with Autism Spectrum Disorder
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Morlock, Larissa; Reynolds, Jennifer L.; Fisher, Sycarah; Comer, Ronald J. – Child Language Teaching and Therapy, 2015
Video modeling involves the learner viewing videos of a model demonstrating a target skill. According to the National Professional Development Center on Autism Spectrum Disorders (2011), video modeling is an evidenced-based intervention for individuals with Autism Spectrum Disorder (ASD) in elementary through middle school. Little research exists…
Descriptors: Video Technology, Autism, Pervasive Developmental Disorders, Intervention
Developing a Language Support Model for Mainstream Primary School Teachers
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McCartney, Elspeth; Ellis, Sue; Boyle, James; Turnbull, Mary; Kerr, Jane – Child Language Teaching and Therapy, 2010
In the UK, speech and language therapists (SLTs) work with teachers to support children with language impairment (LI) in mainstream schools. Consultancy approaches are often used, where SLTs advise educational staff who then deliver language-learning activities. However, some research suggests that schools may not always sustain activities as…
Descriptors: Foreign Countries, Speech Language Pathology, Mainstreaming, Teacher Attitudes