ERIC Number: EJ1147344
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
The Effects of Teacher Professional Development on Rural Students' Lexical Inferencing Skills
Collins, Ginger G.; Goforth, Anisa N.; Ambrose, Laura M.
Rural Special Education Quarterly, v35 n3 p20-29 Sep 2016
Rural students are at risk for vocabulary underdevelopment and often have less access to educational resources. The purpose of this investigation was to examine the effectiveness of an Internet-based Speech/Language Pathologist (SLP)-teacher consultation to support rural teachers' vocabulary instruction to improve their students' lexical inferencing skills. The investigators probed rural fourth-graders' lexical inferencing skills three times throughout a semester. The experimental group's teachers participated in SLP-teacher consultation, while the control group's teachers did not. Although both groups demonstrated increases in lexical inferencing skills, there were significant differences in the groups' error patterns. Clinical implications of these findings are discussed.
Descriptors: Faculty Development, Special Education, Inferences, Rural Areas, At Risk Students, Error Patterns, Vocabulary Development, Teaching Methods, Consultation Programs, Speech Language Pathology, Internet, Skill Development, Elementary School Teachers, Elementary School Students, Grade 4, Response to Intervention, Socioeconomic Status, Profiles, Control Groups, Experimental Groups, Comparative Analysis, Statistical Analysis, Knowledge Base for Teaching
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Intermediate Grades
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A