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ERIC Number: ED441269
Record Type: RIE
Publication Date: 2000-May
Pages: 79
Abstractor: N/A
Enhancing Vocabulary and Language Using Multiple Intelligences.
Condis, Pat; Parks, Diana; Soldwedel, Rita
This report describes a program for advancing language development across the curriculum through the use of multiple intelligences. The students of the targeted early childhood and kindergarten classes exhibited a lack of conversational skills, a lack of language concepts preparing them for reading, and immature language patterns making it difficult to communicate. The evidence that this problem existed was documented by teacher observations, parent surveys, pretests and posttests, and tape recordings of the students' language. Analysis of probable cause data revealed that many students experienced language and vocabulary problems that later affected their reading and communication skills. Teachers reported an increase in the number of students exhibiting language delays and the vocabulary skills needed for engaged communication. The stimulation of student language has decreased through change in lifestyles, numerous hours of watching television, and inadequate child care. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of the intervention: concentrated units of study with emphasis on language development, small group instruction, and integration of the multiple intelligences in daily lessons. The accumulation and analysis of post intervention results indicated a significant improvement in students' expressive and receptive language with an intense daily intervention using the multiple intelligences. (Contains 38 references and 18 figures of data. Appendixes contain survey instruments, manipulative materials, checklists, and lists of games, books, and songs and finger plays.) (Author/RS)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.