ERIC Number: ED221848
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Integrating Language in the Reading Curriculum.
Doyle, Beverly A.
Because research data indicate a positive correlation between verbal disabilities and reading retardation, a study was conducted to determine the effectiveness of an integrative approach to language development through the reading curriculum over more traditional therapy approaches. Students from three third grade elementary school classrooms were screened using a battery of selected language and cognitive assessment devices. Ten children referred for having school-related difficulties were tested and found to have significant language delays. Five of these children were assigned to an experimental group and given language therapy as part of their reading program. Five were assigned to a control group and taught traditional reading. Guidelines for the teacher in the experimental condition included using simplified instructions, providing moral support and verbal cues, and providing children with plenty of opportunities for achieving success. At the end of one semester, both groups were tested using the Peabody Picture Vocabulary Test and the Test of Auditory Comprehension of Language. The results indicated that students exposed to language therapy via their reading lessons improved their scores significantly on the two language comprehension tests. Students who received traditional reading and language intervention had less significant gains on these two measures. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Plains Regional Conference of the International Reading Association (10th, Omaha, NE, September 30-October 2, 1982).