دانلود مقاله ISI انگلیسی شماره 75946
عنوان فارسی مقاله

اثربخشی برنامه درسی زبان TELL و سوادآموزی برای کودکان پیش دبستانی با اختلال زبانی گفتاری و/یا رشدی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
75946 2011 17 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment ☆
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Early Childhood Research Quarterly, Volume 26, Issue 3, 3rd Quarter 2011, Pages 278–294

کلمات کلیدی
برنامه درسی پیش دبستانی؛ زبان شفاهی؛ سواد اولیه؛ اثربخشی برنامه درسی پیش دبستانی؛ اختلال گفتار؛ اختلال زبان
پیش نمایش مقاله
پیش نمایش مقاله اثربخشی برنامه درسی زبان TELL و سوادآموزی برای کودکان پیش دبستانی با اختلال زبانی گفتاری و/یا رشدی

چکیده انگلیسی

The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.

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