Effects of Experiential Learning on Students' Use of Facilitative Language Techniques during Shared Book Reading with Young Children

Autor/in	Hall-Mills, Shannon
Titel	Effects of Experiential Learning on Students' Use of Facilitative Language Techniques during Shared Book Reading with Young Children
Quelle	In: Teaching and Learning in Communication Sciences & Disorders, 6 (2022) 1, Artikel 4 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Experiential Learning; Reading Strategies; Graduate Students; Language Acquisition; Poverty; Community Programs; Program Effectiveness; At Risk Persons; Homeless People; Story Reading; Parent Role; Preschool Children + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Reading strategy; Leselernstufe; Lesetechnik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Sprachaneignung; Spracherwerb; Armut; Risikogruppe; Homeless person; Homeless persons; Obdachloser; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The purpose of this pilot study was to measure the effects of experiential learning on graduate students' use of facilitative language techniques (FLTs) to support language development in young children from a high poverty population. Seven CSD graduate students who participated in a language seminar received direct instruction in and experiential learning with 11 FLTs. The students implemented the learned techniques during an 8-week experience in the community while providing shared book reading activities for children at a local family shelter. Results indicated that the students made significant gains in the number and type of FLTs used during book reading activities. The findings suggest that experiential learning yielded clinically significant changes in the graduate students' use of FLTs during shared book reading with young children. Implications are provided for further research. (As Provided).
Anmerkungen	Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01