Cooperative Groups: Engaging Elementary Students with Pragmatic Language Impairments

In this article, the author suggests that children with language impairments have difficulty working in groups because of deficits in the area of pragmatic language. Pragmatic language skills are identified and suggestions for intervention in the general education classroom are discussed. (Contains...

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Bibliographic Details
Published in:Teaching exceptional children 2011-11, Vol.44 (2), p.18-25
Main Author: Stockall, Nancy
Format: Article
Language:English
Subjects:
Academic achievement
At Risk Students
Communication (Thought Transfer)
Communicative Competence (Languages)
Cooperative Learning
Direct Instruction
Educational Technology
Elementary School Students
Feedback (Response)
Grade 2
Group Activities
Grouping (Instructional Purposes)
Intergroup Relations
Interpersonal Communication
Interpersonal Relationship
Intervention
Language Impairments
Language Skills
Language Usage
Learner Engagement
Learning disabilities
Linguistics
Observation
Peer Groups
Peer Influence
Peer Teaching
Peers
Pragmatics
Professional Development Schools
Resistance (Psychology)
Screening Tests
Semiotics
Social interaction
Student Participation
Students with Disabilities
Teachers
Teaching Methods
Verbal communication
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Summary:In this article, the author suggests that children with language impairments have difficulty working in groups because of deficits in the area of pragmatic language. Pragmatic language skills are identified and suggestions for intervention in the general education classroom are discussed. (Contains 3 tables and 1 figure.)
ISSN:0040-0599
2163-5684
DOI:10.1177/004005991104400202