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Full-Text Articles in Education
Students’ Understanding Of Diagrams For Solving Word Problems: A Framework For Assessing Diagram Proficiency, Apryl L. Poch, Delinda Van Garderen, Amy Scheuermann
Students’ Understanding Of Diagrams For Solving Word Problems: A Framework For Assessing Diagram Proficiency, Apryl L. Poch, Delinda Van Garderen, Amy Scheuermann
Special Education and Communication Disorders Faculty Publications
A visual representation, such as a diagram, can be a powerful strategy for solving mathematical word problems. However, using a representation to solve mathematical word problems is not as simple as it seems! Many students with learning disabilities struggle to use a diagram effectively and efficiently. This article provides a framework for supporting special educators’ use of diagnostic assessment as a means of understanding and identifying areas of need for students with learning disabilities in order to promote diagram proficiency for solving mathematical word problems.
Comparison Of Two Word Learning Techniques And The Effect Of Neighborhood Density For Late Talkers, Shari L. Deveney, Cynthia J. Cress, Robert Reid
Comparison Of Two Word Learning Techniques And The Effect Of Neighborhood Density For Late Talkers, Shari L. Deveney, Cynthia J. Cress, Robert Reid
Special Education and Communication Disorders Faculty Publications
The investigators compared two techniques for teaching expressive vocabulary to late talkers: modeling with an expectant pause and modeling with an evoked child production. They also explored the influence of neighborhood density on children’s real word learning. Three late talkers (ages 25–33 months) received two alternating vocabulary treatments (expectant pause and evoked production) in the home. Two participants were identified as having an expressive language delay, and one participant was identified as having an expressive and receptive language delay. During the expectant pause treatment, the clinician paused several seconds after each target word model, looking at the child expectantly. In …
Engagement Differences For 2-Year-Olds Identified As Late Talker, Brianna E. Hendrickson, Shari L. Deveney
Engagement Differences For 2-Year-Olds Identified As Late Talker, Brianna E. Hendrickson, Shari L. Deveney
Special Education and Communication Disorders Faculty Publications
The investigators compared engagement in language-rich activities for 2-year-olds identified as late talkers and their typically developing peers. Participants included twelve 2-year-old children ranging in age from 24- to 33-months of age (M = 27 months; SD= 2.906), three were identified as being typically developing, five were identified as having expressive-only language delay, and four were identified as having expressive and receptive language delay. From videotaped interactions, child behaviors were coded as unengaged (e.g., uninvolved with any specific people, objects, or symbols), onlooking (e.g., watching researcher or parent activity, but not taking part), person engaged (e.g., involved solely …