语音语言病理学家对语言和识字的看法 对于具有发育性语言障碍的学前儿童的语言和识字指导
Danika L Pfeiffer1, Julie Feuerstein2, Rebecca J Landa3,4
1School of Communication Sciences and Disorders, Old Dominion University, Norfolk, VA.
Language, speech, and hearing services in schools
|September 12, 2023
概括
语音语言病理学家 (SLP) 发现,重复接触书籍,同行互动和视觉词汇支持是患有发育性语言障碍 (DLD) 的幼儿的关键. 幼儿园教师还希望有更多的时间与家长和老师合作,以提高早期识字能力.
科学领域:
- 教育教育教育教育教育教育.
- 语音语言病理学 语言病理学
- 发展心理学 发展心理学
背景情况:
- 语音语言病理学家 (SLPs) 在学校环境中的早期语言和识字发展中发挥着至关重要的作用.
- 发育性语言障碍 (DLD) 影响幼儿获得语言和识字技能的能力.
- 有效的早期干预对于患有DLD的儿童来说至关重要,以实现最佳的发育结果.
研究的目的:
- 探索基于学校的SLP对有效的语言和早期识字指令的认知,用于DLD的幼儿园前儿童.
- 为包容性学前幼儿园教师提供专业发展计划的制定提供信息.
- 从SLPs的角度确定关键的教学策略和协作需求.
主要方法:
- 进行了一项定性探索性研究.
- 八所学校的小学医生参加了为期1小时的虚拟聚焦小组.
- 传统的内容分析被用来分析焦点组数据并确定主题.
主要成果:
- 简单语言教师将重复接触书籍,同行互动和使用视觉辅助工具的词汇指导作为语言和识字教学的重要组成部分.
- 这些策略可以整合到幼儿教育环境中的各种环境中.
- 语言学家表示需要更多的时间与家长和教师合作,以建模语言策略和支持书籍阅读.
结论:
- 基于学校的SLP确定了特定的教学实践,可以纳入包容性学前幼儿园教师的专业发展.
- 在SLP,护理人员和教师之间的持续合作对于最大限度地提高DLD儿童早期语言和识字体验至关重要.
- 未来的研究应该调查这些合作伙伴关系对儿童语言和识字成果的影响.
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