A Language Training Curriculum for Severely Language-Delayed Preschool and Primary-Grade Children. Final Report. Volume II: Intervention Program.

Autor/inn/en	Conant, Susan; und weitere
Institution	Research Inst. for Educational Problems, Cambridge, MA.
Titel	A Language Training Curriculum for Severely Language-Delayed Preschool and Primary-Grade Children. Final Report. Volume II: Intervention Program.
Quelle	(1982), (249 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Communication Skills; Curriculum Guides; Delayed Speech; Games; Language Acquisition; Language Handicaps; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kommunikationsstil; Curriculare Materialien; Sprachverzögerung; Game; Spiel; Spiele; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The guide describes communication games--simple, noncompetitive structured activities designed to promote conversational and linguistic skills in children with language delays and language disabilities. The approach is distinguished from traditional approaches by the creation of a genuine need for talking rather than arbitrary demands, emphasis on meaning rather than imitation, and reinforcement of responses related to meaning. Three levels one-word utterances, two-word constructions, and multiword constructions and modulations) are incorporated into the games, which may be played individually or in small groups with various combinations of adults and children. The process of matching games to a child is focused on. Six types of communicative games are described and examples given: hiding games, lotto and bingo, picture-toy matching, identical arrangements, action directive games, and guessing games. A final chapter addresses the change from a traditional to a communicative teaching approach. Appendices describe the linguistic content and the design and construction of the games. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01