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ERIC Number: ED566580
Record Type: Non-Journal
Publication Date: 2016
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-6984-3
ISSN: N/A
Effective Oral Language Development Strategies for Elementary Teachers
Kohler, Karen L.
ProQuest LLC, Ed.D. Dissertation, Capella University
This action research study explored first and second grade classroom teachers' knowledge of oral language development and interventions for students at-risk of an oral language delay. This was accomplished through collaboration between a speech-language pathologist and classroom teachers. The data was aligned with assessments, the Response to Intervention process, and application of specific oral language development interventions for students who may be at-risk for an oral language delay. It was determined that classroom teachers benefited greatly through small group collaborative sessions with a speech-language pathologist. The Response to Intervention model requires teachers to have a deep understanding of oral language development to be able to identify possible language gaps that may impact literacy and academic success. The study determined that more pre-service training in oral language development as well as collaborative professional development between classroom teachers and speech-language pathologists is beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A