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ERIC Number: ED100107
Record Type: Non-Journal
Publication Date: N/A
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Programming for the Language Disabled Child: Booklet 3: Specific Programmatic Techniques.
Texas Education Agency, Austin.
Described are three specific instructional programing techniques recommended as a result of Project CHILD, a research effort to validate identification, intervention, and teacher education programs for use with language handicapped children. The three intervention models are thought of as being located at equidistant points on a continuum from linear-rigid at one end to nonlinear-flexible at the other pole. Described are the following programs and related materials: alphabetic, phonetic, structural linguistic approach (APSL--the most highly structured and linearly sequenced program); the programed instruction approach (intermediate in structure, linear sequence, and individualization); and the individually prescribed program approach (the non-linear unstructured, and individualized method). The three programs are compared in a chart based on the continuum in terms of the teacher's role in the intervention method, the teacher-student relationship, the role of the educational diagnostician, program placement, program development, and materials. Evaluation of the comparative efficiency of the three models reveals no clear advantage of any one program, though the APSL approach was more effective with the more severely disabled students. (DB)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Texas Education Agency, Austin.