Contextual strategy instruction: Socially/emotionally maladjusted adolescents with language impairments

Ten socially/emotionally maladjusted adolescents with language impairments (SEM/LI) and ten non-impaired adolescents received four treatment sessions in the use of a “context clues strategy” for facilitating comprehension of unfamiliar words in four sentence types. Both groups improved their ability...

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Bibliographic Details
Published in:Journal of communication disorders 1996-03, Vol.29 (2), p.107-124
Main Authors: Ward-Lonergan, Jeannene M., Liles, Betty Z., Owen, Steven V.
Format: Article
Language:English
Subjects:
Adjustment Disorders - psychology
Adolescent
Adolescent Behavior - psychology
Adult and adolescent clinical studies
Biological and medical sciences
Context Clues
Direct Instruction
Emotional Adjustment
Emotional Problems
Humans
Infant, Newborn
Instructional Effectiveness
Language and communication disorders
Language Impairments
Language Tests
Language Therapy
Learning Strategies
Male
Medical sciences
Mood Disorders - psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Reading Comprehension
Reading Instruction
Reading Strategies
Secondary Education
Sentences
Social Adjustment
Speech Disorders - diagnosis
Speech Disorders - therapy
Syntax
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Summary:Ten socially/emotionally maladjusted adolescents with language impairments (SEM/LI) and ten non-impaired adolescents received four treatment sessions in the use of a “context clues strategy” for facilitating comprehension of unfamiliar words in four sentence types. Both groups improved their ability to use a context clues strategy following direct instruction. The SEM/LI subjects exhibited greater difficulty with the appositive sentence type than did the non-impaired subjects. The results indicated that SEM/LI adolescents probably would benefit from receiving direct instruction involving any of the three other sentence types (i.e., cause/effect, example, grouping), prior to instruction involving the appositive sentence type.
ISSN:0021-9924
1873-7994
DOI:10.1016/0021-9924(95)00017-8