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Language training for generalization.

S A Fowler1, H Riegler

  • 1Bureau of Child Research, University of Kansas, Lawrence.

Upsala Journal of Medical Sciences. Supplement
|January 1, 1987
PubMed
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This study explores a classroom language intervention for preschoolers with speech delays, focusing on skill generalization from therapy to play. It examines successes and failures in skill transfer and peer influence.

Area of Science:

  • Speech-Language Pathology
  • Early Childhood Education
  • Developmental Psychology

Background:

  • Preschool children with language delays require targeted interventions.
  • Generalization of learned skills across different settings is crucial for language development.
  • Peer and teacher interactions significantly impact language acquisition in young children.

Purpose of the Study:

  • To present a classroom-based language intervention program for preschoolers with language delays.
  • To analyze the generalization of language skills from speech therapy to daily play activities.
  • To investigate the influence of peer and teacher language on children's production.

Main Methods:

  • Case study design involving two preschool children with language delays.

Related Experiment Videos

  • Data collection through daily speech therapy sessions and play activities.
  • Observation and analysis of language use and skill generalization.

    • Main Results:

    • Observed instances of successful generalization of newly acquired language skills.
    • Identified instances where children failed to generalize language skills.
    • Documented the impact of peer and teacher language on children's language production.

    Conclusions:

    • Classroom-based interventions can facilitate language skill acquisition.
    • Generalization of language skills is a complex process influenced by various factors.
    • Strategies to enhance generalization are essential for effective language intervention programs.