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Articles 1 - 5 of 5
Full-Text Articles in Education
Is Weak Oral Language Associated With Poor Spelling In School-Age Children With Specific Language Impairment, Dyslexia Or Both?, Jillian H. Mccarthy, Tiffany Hogan, Hugh W. Catts
Is Weak Oral Language Associated With Poor Spelling In School-Age Children With Specific Language Impairment, Dyslexia Or Both?, Jillian H. Mccarthy, Tiffany Hogan, Hugh W. Catts
Department of Special Education and Communication Disorders: Faculty Publications
The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single-word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic and semantic errors. Cumulative results support …
Knowledge Of An Aboriginal Language And School Outcomes For Children And Adults, Anne GuèVremont, Dafna E. Kohen
Knowledge Of An Aboriginal Language And School Outcomes For Children And Adults, Anne GuèVremont, Dafna E. Kohen
Aboriginal Policy Research Consortium International (APRCi)
This study uses data from the child and adult components of the 2001 Canadian Aboriginal Peoples Survey to examine what factors are related to speaking an Aboriginal language and how speaking an Aboriginal language is related to school outcomes. Even after controlling for child and family factors (age, sex, health status, household income, number of people living in the household, and living in an urban or rural area), speaking an Aboriginal language was associated with positive school outcomes for young children aged 6 to 14 years old if they learned the language in school, but a lower likelihood of having …
Service-Learning In English Language Courses, Audrey Short, Susan Dudley, Lynn Pelco
Service-Learning In English Language Courses, Audrey Short, Susan Dudley, Lynn Pelco
Division of Community Engagement Resources
No abstract provided.
Knowledge About Language In The Australian Curriculum: English, Beverly Derewianka
Knowledge About Language In The Australian Curriculum: English, Beverly Derewianka
Faculty of Social Sciences - Papers (Archive)
Somewhat surprisingly, an explicit knowledge about language has been often absent from English curricula. The new Australian Curriculum: English (ACARA, 2012) has taken a fairly radical step in placing knowledge about language at the core of classroom practice, thereby raising the issue of an appropriate model of language to inform the Language Strand of the Curriculum. This paper will outline the rationale behind the Language Strand, and will then make explicit its underlying model of language. The paper thus provides a context for the ensuing articles in this Special Focus Issue of AJLL, which take up various concerns in relation …
Using Transfer Of Stimulus Control Technology To Promote Generalization And Spontaneity Of Language, Trina D. Spencer, Thomas S. Higbee
Using Transfer Of Stimulus Control Technology To Promote Generalization And Spontaneity Of Language, Trina D. Spencer, Thomas S. Higbee
Special Education and Rehabilitation Counseling Faculty Publications
Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. This case example explores the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the …