title: Contextual strategy instruction: socially/emotionally maladjusted adolescents with language impairments.
abstract: Ten socially/emotionally maladjusted adolescents with language impairments (SEM/LI) and ten non-impaired adolescents received four treatment sessions in the use of a "context clues strategy" for facilitating comprehension of unfamiliar words in four sentence types. Both groups improved their ability to use a context clues strategy following direct instruction. The SEM/LI subjects exhibited greater difficulty with the appositive sentence type than did the non-impaired subjects. The results indicated that SEM/LI adolescents probably would benefit from receiving direct instruction involving any of the three other sentence types (i.e., cause/effect, example, grouping), prior to instruction involving the appositive sentence type
authors.affiliation: Bowling Green State University, Department of Communication Disorders, OH 43403, USA.
authors.forename: J M
authors.initials: JM
authors.lastname: Ward-Lonergan
authors.forename: B Z
authors.initials: BZ
authors.lastname: Liles
authors.forename: S V
authors.initials: SV
authors.lastname: Owen
mesh_terms: D000275:Adjustment Disorders / Q000523:psychology*; D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology; D006801:Humans; D007231:Infant, Newborn; D007807:Language Tests; D007808:Language Therapy; D008297:Male; D019964:Mood Disorders / Q000523:psychology*; D013064:Speech Disorders / Q000175:diagnosis* / Q000628:therapy*