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The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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Developmental kindergarten classroom intervention for spatial relational terms.

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A classroom intervention improved young children's understanding of spatial terms like "first" and "behind." This supports early language development in school settings.

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Area of Science:

  • Child language development
  • Speech-language pathology
  • Educational psychology

Background:

  • Relational ability is crucial for language development.
  • Spatial terms are challenging for young children to acquire.
  • School-based speech-language pathologists (SLPs) are increasingly using classroom-based interventions.

Purpose of the Study:

  • To evaluate a classroom-based intervention targeting spatial terms.
  • To assess the effectiveness of this intervention in a developmental kindergarten.
  • To inform SLPs working within Response to Intervention (RtI) and multi-tiered system of support (MTSS) frameworks.

Main Methods:

  • A six-week intervention was implemented in a developmental kindergarten classroom.
  • The intervention focused on teaching specific spatial terms.
  • Children's understanding was assessed before and after the intervention.

Main Results:

  • Over half of the children improved their understanding of targeted spatial terms.
  • Words like 'first,' 'front,' 'last,' 'behind,' 'center,' 'below,' 'under,' and 'right' showed significant learning.
  • 'Around' and 'left' were learned by fewer than half the children.

Conclusions:

  • Classroom-based interventions can effectively improve children's understanding of spatial terms.
  • These findings support the use of targeted language interventions within MTSS frameworks.
  • SLPs can utilize these results to enhance language support for at-risk students.