The effectiveness of an interactive instructional context. Principles from the parent-child interaction literature.
In the present study, the effectiveness of embedding a targeted linguistic structure within an interactive instructional context is examined. Ten subjects participated in a communication-games intervention which contained seven interactive elements drawn from the parent-child interaction literature. Ten subjects were assigned to a control group. A comparison of student performance before and after intervention supports the effectiveness of adopting instructional strategies that are consistent with a social-interaction perspective on language development. Qualitative results are presented that illustrate each of the interactional characteristics of the intervention. Implications for practice are discussed.
Schneiderman
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Department of Special Education, California State University, Northridge, USA.
D002648:Child; D002663:Child Language; D003147:Communication Disorders / Q000209:etiology* / Q000628:therapy*; D005260:Female; D006311:Hearing Disorders / Q000150:complications*; D006801:Humans; D007804:Language Development; D007808:Language Therapy; D008297:Male; D010287:Parent-Child Relations; D012720:Severity of Illness Index; D013663:Teaching