The Effects of the "Language for Learning" Programme on the Social Adjustment of Kindergarten Children

Autor/inn/en	Benner, Gregory J.; Zeng, Songtian
Titel	The Effects of the "Language for Learning" Programme on the Social Adjustment of Kindergarten Children
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.447-456 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1255210
Schlagwörter	Kindergarten; Social Adjustment; Interpersonal Competence; Behavior Problems; Academic Achievement; Receptive Language; Language Acquisition; Quasiexperimental Design; Comparative Analysis; Program Evaluation; Statistical Analysis; Effect Size; Program Effectiveness; Teaching Methods; Rural Schools; Pretests Posttests; Social Skills Rating System + Suchen Sie Ihr Suchwort? Soziale Anpassung; Interpersonale Kompetenz; Schulleistung; Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Programme evaluation; Programmevaluation; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	The results of previous research on the "Language for Learning" programme suggest that it produces positive effects on the intellectual, language, and social skills of young children with and without disabilities [Benner, G. J., Trout, A., Nordness, P. N., Nelson, J. R., Knobel, M. L., Epstein, A.,…Epstein, M. H. (2002). "The effects of the language for learning program on the receptive language skills of kindergarten children." "Journal of Direct Instruction," 2(2), 67-74. Waldron-Soler, K. M., Martella, R. C., Marchand-Martella, N. E., Tso, M. E., Warner, D. A., & Miller, D. E. (2002). "Effects of a 15-week language for learning implementation with children in an integrated preschool." "Journal of Direct Instruction," 2(2), 75-86)]. The purpose of this study was to assess the effects of "Language for Learning" on the social adjustment (i.e. social skills, problem behaviours, and academic competence) of a sample of kindergarten children. A quasi-experimental design was used to compare the social adjustment of 21 children who received the "Language for Learning" programme with 24 children enrolled in the comparison group. Results indicated that instruction with the "Language for Learning" programme produced statistically significant effects on the social skills of children and educationally meaningful effect sizes on problem behaviour outcomes. Results, limitations, and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01