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ERIC Number: ED408651
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 57
Abstractor: N/A
Improving Conversational Skills of Language Impaired Students through Cooperative Learning.
Joseph, Donna
An action research project implemented a program for improving the conversational skills of language impaired high school students. The students attended high school in a northwest suburb of Chicago, Illinois. Poor conversational skills in the language impaired students were documented through teacher observation, teacher assessment, and self-assessment. Analysis of probable cause data indicated that physically based deficits, visual misperceptions, lack of linguistic sophistication, and expressive language deficits may have resulted in conversational skill deficits. Also mentioned were lack of understanding of social relations and lack of familiarity with social role variables expressed in language in their community. A review of solution strategies suggested by knowledgeable authorities indicated a variety of strategies. The method chosen was a collaborative therapy model for speech and language therapy to deliver a social skills program in conversation using cooperative learning groups. Post-intervention data indicated an increase in the frequency and quality of student communication with peers and adults. Data also indicated an increase in students' relationships involving conversation. A post-intervention parent survey reported greater sociability at home. (Contains 22 references and 6 tables of data; appendices contain rules of conversation; a conversation rubric; advice on eye contact, speaking volume, staying on a conversation topic, and starting and ending a conversation; listening strategies; a teacher observation checklist; a parental release form; and a parent observation rubric.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois