| Autor: |
Bland, Lauren E., Prelock, Patricia A. |
| Zdroj: |
Communication Disorders Quarterly; Fall/Winter1995, Vol. 17 Issue 2, p31-37, 7p |
| Abstrakt: |
Language samples from fourteen students with communication disorders were obtained over a three year period to determine the effectiveness of a language-in-the-classroom (LIC)intervention model. While there were few differences noted in syntax, semantics or morphology for students served in a collaborative model as compared to students served in a pull-out model, significant differences in the completeness and intelligibility of student utterances were noted. Results indicated that students who received intervention using an LIC model had more complete/intelligible utterances and fewer incomplete/unintelligible utterances than students who received intervention using a more traditional pull-out model. Implications for speech-language pathologists (SLPs)are provided. [ABSTRACT FROM PUBLISHER] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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