1 |
Investigation of the Current Use and Efficacy of Integrative Treatment Methods for Voice Disorders
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556671848700406 (2019)
|
|
BASE
|
|
Show details
|
|
2 |
Using Realistic Visual Biofeedback for the Treatment of Residual Speech Sound Errors
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=case152303105596537 (2018)
|
|
BASE
|
|
Show details
|
|
3 |
Exploring Associations between Language and Working Memory Abilities in Children with Specific or Combined Impairments in Language and Working Memory
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2018)
|
|
BASE
|
|
Show details
|
|
4 |
Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Slow Speech Rate Effects on Stuttering Preschoolers with Disordered Phonology
|
|
|
|
In: Our House Articles, Posters, and Presentations (2015)
|
|
BASE
|
|
Show details
|
|
7 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014)
|
|
BASE
|
|
Show details
|
|
8 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
Abstract:
English language learners (ELLs) represent one of the fastest growing student populations in the United States, and they experience reading difficulties and increased risk for Special Education identification compared to English-only speaking students (EOs). Lack of vocabulary knowledge is a contributing factor for reading difficulties. An immense gap in vocabulary knowledge exists between EOs and ELLs, making it difficult to directly teach the necessary amount of words to close this vocabulary knowledge gap. One promising approach to address this issue is to teach students to analyze words into their constituent morphemes (meaningful units of a word) in order to determine the meaning of words. If ELLs can be taught to use this strategy to derive meanings of unknown words while reading, they can take advantage of self-teaching opportunities to increase their vocabulary knowledge. This study investigated whether (a) ELLs at risk for reading difficulties could be taught a morphological analysis strategy to determine the meanings of words; (b) ELLs of differing reading profiles would respond similarly to the intervention; and (c) participants could generalize learning to novel words. Nine fourth and fifth grade ELLs with reading difficulties from a low socio-economic school participated in this study. The study employed a multiple baseline, single-case design. Visual analysis of the results established a functional relation between the intervention and an increase in students' vocabulary scores. In addition, the percentage of nonoverlapping data ranged from 90% to 100% for eight students. Moreover, students were able to generalize this learning to untaught words. These findings suggest that ELLs should receive targeted instruction in the morphological analysis to increase their vocabulary knowledge.
|
|
Keyword:
Education; English Language Learners; Morphological Awareness; Morphology; Single Case Design; Single Subject Design; Vocabulary
|
|
URL: https://escholarship.org/uc/item/70c919st
|
|
BASE
|
|
Hide details
|
|
10 |
Supporting Preschool Teachers’ Use Of Positive Behavior Strategies Through Conjoint Behavioral Consultation
|
|
|
|
In: Counseling and Psychological Services Dissertations (2014)
|
|
BASE
|
|
Show details
|
|
11 |
Applying empirical methods in clinical practice : introducing the model for assessing treatment effect
|
|
|
|
BASE
|
|
Show details
|
|
12 |
The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish
|
|
|
|
BASE
|
|
Show details
|
|
13 |
A comparison of word learning in 3-year-old children at-risk for language and literacy difficulties in two conditions: dialogic reading and activity-based intervention
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Bringing single-case methodology into the clinic to enhance evidence-based practices
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Perceptual acclimatization post nonlinear frequency compression hearing aid fitting in older children
|
|
|
|
In: Communication Sciences and Disorders Publications (2012)
|
|
BASE
|
|
Show details
|
|
16 |
The effectiveness of milieu language strategies on the English language growth of Head Start children learning English as a second lnaguage
|
|
|
|
In: Graduate Theses and Dissertations (2011)
|
|
BASE
|
|
Show details
|
|
17 |
Verbal Behavior Analysis on Pronoun Use by a Child with Autism
|
|
|
|
BASE
|
|
Show details
|
|
18 |
The Effects of Hand Fidgets on the On-Task Behaviors of A Middle School Student With Disabilities in an Inclusive Academic Setting
|
|
|
|
In: Graduate Theses and Dissertations (2005)
|
|
BASE
|
|
Show details
|
|
19 |
Effects of a combined treatment with direct feedback on generalization learning in children with phonological disorders
|
|
|
|
BASE
|
|
Show details
|
|
|
|