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Effects of the "Language for Learnin...

Waldron-Soler, Kathleen Marie.

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Effects of the "Language for Learning" curriculum on the receptive language, expressive language, and social interaction skills of preschoolers with and without disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of the "Language for Learning" curriculum on the receptive language, expressive language, and social interaction skills of preschoolers with and without disabilities./
Author:	Waldron-Soler, Kathleen Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2001,
Description:	171 p.
Notes:	Source: Dissertations Abstracts International, Volume: 64-03, Section: A.
Contained By:	Dissertations Abstracts International64-03A.
Subject:	Curricula. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3051947
ISBN:	9780493661520

Effects of the "Language for Learning" curriculum on the receptive language, expressive language, and social interaction skills of preschoolers with and without disabilities.
Waldron-Soler, Kathleen Marie.

Effects of the "Language for Learning" curriculum on the receptive language, expressive language, and social interaction skills of preschoolers with and without disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2001 - 171 p.

Source: Dissertations Abstracts International, Volume: 64-03, Section: A.

Thesis (Ph.D.)--Washington State University, 2001.

The effects of the Language for Learning curriculum on the receptive language, expressive language, and social interaction skills of 36 preschool-aged students with and without developmental disabilities were investigated. A non-equivalent control group design was used to assess the effects of this investigation. The students attended three different preschools. Preschool A students were instructed in the Language for Learning curriculum for 15 weeks. The students in Preschools B and C were not instructed in the Language for Learning curriculum. Receptive and expressive language skills were measured by the Peabody Picture Vocabulary Test-Third Edition (PPVT-III) and the Expressive Vocabulary Test (EVT). Social interaction skills were assessed with the Preschool Teacher Questionnaire of the Social Skills Rating System. Qualitative data were collected to determine the acceptability of the Language for Learning program for students ages 3 to 5 years old in an inclusive preschool setting. Students with disabilities instructed with the Language for Learning curriculum showed greater improvement in receptive language, expressive language, social skills, and problem behaviors compared to students who received no language instruction. At posttest, the receptive language and social skills of students without disabilities instructed with the Language for Learning curriculum were statistically and educationally greater than students who received no language instruction. Qualitative data revealed that the content of the Language for Learning curriculum was appealing to most instructors. However, the students' reactions to the curriculum were mostly negative and, therefore, disappointing to the instructors. The results are discussed in terms of the appropriateness of the Language for Learning curriculum for preschool-aged students with and without developmental disabilities.

ISBN: 9780493661520Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Curriculum

Effects of the "Language for Learning" curriculum on the receptive language, expressive language, and social interaction skills of preschoolers with and without disabilities.
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520 $a The effects of the Language for Learning curriculum on the receptive language, expressive language, and social interaction skills of 36 preschool-aged students with and without developmental disabilities were investigated. A non-equivalent control group design was used to assess the effects of this investigation. The students attended three different preschools. Preschool A students were instructed in the Language for Learning curriculum for 15 weeks. The students in Preschools B and C were not instructed in the Language for Learning curriculum. Receptive and expressive language skills were measured by the Peabody Picture Vocabulary Test-Third Edition (PPVT-III) and the Expressive Vocabulary Test (EVT). Social interaction skills were assessed with the Preschool Teacher Questionnaire of the Social Skills Rating System. Qualitative data were collected to determine the acceptability of the Language for Learning program for students ages 3 to 5 years old in an inclusive preschool setting. Students with disabilities instructed with the Language for Learning curriculum showed greater improvement in receptive language, expressive language, social skills, and problem behaviors compared to students who received no language instruction. At posttest, the receptive language and social skills of students without disabilities instructed with the Language for Learning curriculum were statistically and educationally greater than students who received no language instruction. Qualitative data revealed that the content of the Language for Learning curriculum was appealing to most instructors. However, the students' reactions to the curriculum were mostly negative and, therefore, disappointing to the instructors. The results are discussed in terms of the appropriateness of the Language for Learning curriculum for preschool-aged students with and without developmental disabilities.
590 $a School code: 0251.
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