Teaching grammar to school-aged children with specific language impairment using Shape Coding

by: Susan Ebbels

Child Language Teaching and Therapy, Vol. 23, No. 1. (1 February 2007), pp. 67-93.

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Abstract

This paper describes an approach to teaching grammar which has been designed for school-aged children with specific language impairment (SLI). The approach uses shapes, colours and arrows to make the grammatical rules of English explicit. Evidence is presented which supports the use of this approach with older children in the areas of past tense morphology, comprehension of dative structures and comparative questions. I conclude that there is sufficient evidence that this kind of intervention can be effective with these older children. This challenges the current move to reduce direct intervention for school-aged children. 10.1191/0265659007072143

@article{citeulike:1946841, abstract = {This paper describes an approach to teaching grammar which has been designed for school-aged children with specific language impairment (SLI). The approach uses shapes, colours and arrows to make the grammatical rules of English explicit. Evidence is presented which supports the use of this approach with older children in the areas of past tense morphology, comprehension of dative structures and comparative questions. I conclude that there is sufficient evidence that this kind of intervention can be effective with these older children. This challenges the current move to reduce direct intervention for school-aged children. 10.1191/0265659007072143}, author = {Ebbels, Susan }, citeulike-article-id = {1946841}, doi = {10.1191/0265659007072143}, journal = {Child Language Teaching and Therapy}, keywords = {children, colour, impaired, learning, with}, month = {February}, number = {1}, pages = {67--93}, posted-at = {2007-11-20 19:17:11}, priority = {3}, title = {Teaching grammar to school-aged children with specific language impairment using Shape Coding}, url = {http://dx.doi.org/10.1191/0265659007072143}, volume = {23}, year = {2007} }

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TY - JOUR ID - citeulike:1946841 L3 - citeulike-article-id:1946841 TI - Teaching grammar to school-aged children with specific language impairment using Shape Coding JF - Child Language Teaching and Therapy VL - 23 IS - 1 SP - 67 EP - 93 N2 - This paper describes an approach to teaching grammar which has been designed for school-aged children with specific language impairment (SLI). The approach uses shapes, colours and arrows to make the grammatical rules of English explicit. Evidence is presented which supports the use of this approach with older children in the areas of past tense morphology, comprehension of dative structures and comparative questions. I conclude that there is sufficient evidence that this kind of intervention can be effective with these older children. This challenges the current move to reduce direct intervention for school-aged children. 10.1191/0265659007072143 KW - children KW - colour KW - impaired KW - learning KW - with AU - Ebbels, Susan PY - 2007/02/01/ UR - http://dx.doi.org/10.1191/0265659007072143 ER -

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