| Autor: |
Lamb SJ, Bibby PA, Wood DJ |
| Zdroj: |
Child Language Teaching & Therapy; Oct1997, Vol. 13 Issue 3, p261-278, 18p |
| Abstrakt: |
This paper presents the results of an intervention programme designed to promote the communication skills of a group of children with moderate learning difficulties. Thirty children were involved in a 12-week programme of supported peer-communication activities which aimed to improve the children's regulatory skills during peer interaction. By the end of the programme, the children were talking more, asking more appropriate questions and responding to ambiguous utterances more effectively. The results of the study demonstrate that a programme for children with learning difficulties in which pairs of children working together are encouraged to use and reflect on regulatory strategies can provide an effective context for intervention. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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