ERIC Number: EJ978049
Record Type: Journal
Publication Date: 2012-Aug
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1525-7401
EISSN: N/A
Working in the Classroom: Improving Idiom Comprehension through Classwide Peer Tutoring
Lundblom, Erin E. G.; Woods, Juliann J.
Communication Disorders Quarterly, v33 n4 p202-219 Aug 2012
Idioms occur frequently in classroom language. Students with literacy or language weaknesses are often challenged by idioms; therefore, the failure to comprehend idioms can impact academic performance. Four 7th-grade female students (mean age: 12 years, 6 months) participated in a multiple baseline single subject study during their general education intensive reading class. Three sets of idioms were taught to examine the effects of classwide peer tutoring (CWPT) intervention on idiom comprehension. Following implementation of CWPT, comprehension of most idiomatic phrases increased and remained largely stable as indicated through visual analysis. Teaching idioms with CWPT was flexible, effective, and time-efficient in a general education classroom setting. Speech language pathologists collaborating with educators should provide evidence-based interventions as guided by educational standards and curriculum. Response to intervention provides a framework to implement a classroom intervention for all students to facilitate idiom understanding. (Contains 5 figures and 3 tables.)
Descriptors: Language Patterns, Intervention, General Education, Peer Teaching, Tutoring, Figurative Language, Classroom Communication, Literacy, Grade 7, Females, Reading Instruction, Teaching Methods, Speech Language Pathology, Cooperation, Academic Standards, Learning Problems
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A