Skip to main content

A classroom-based model of language intervention for preschool language-impaired children: Principles and procedures

Annals of Dyslexia volume 38, pages 193–207 (1988)Cite this article

Abstract

It is now generally recognized that a language impairment in preschool children may be predictive of later linguistic, reading, and academic difficulties. Language intervention procedures, derived from theoretically-based principles of language development and implemented in a child’s regular classroom environment, may benefit children at risk for persistent language and learning problems. This paper describes the development and application of individualized intervention procedures in a classroom for preschool language-impaired children. The discussion focuses on selected language development principles which helped determine the setting, timing, interactive participants, purpose, and content of the language intervention program. Resulting changes in language comprehension and production are reported based on individual classroom performance as well as a comparison of pre-and posttest scores for a range of comprehension skills.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

43,34 €

Price includes VAT (Finland)
Tax calculation will be finalised during checkout.

References

  • Aram, D. and Nation, J. 1980. Preschool language disorders and subsequent language and academic difficulties.Journal of Communication Disorders 13:159–170.

    Article  Google Scholar 

  • Bashir, A. S., Kuban, K. C., Kleinman, S. N., and Scavuzzo, A. 1983. Issues in language disorders: considerations of cause, maintenance, and change.In J. Miller, D. E. Yoder, and R. Schiefelbusch (eds.),Contemporary Issues in Language Intervention. ASHA Reports 12. Rockville, MD: The American Speech-Language-Hearing Association.

    Google Scholar 

  • Bates, E. 1976.Language and Context: Studies in the acquisition of pragmatics. New York: Academic Press.

    Google Scholar 

  • Bishop, D.V.M. and Edmundson, A. 1987. Language-impaired 4-year-olds: Distinguishing transient from persistent impairment.Journal of Speech and Hearing Disorders 52:156–173.

    Google Scholar 

  • Bloom, L. and Lahey, M. 1978.Language Development and Language Disorders. New York: John Wiley and Sons.

    Google Scholar 

  • Boehm, A. E. 1969.Boehm Test of Basic Concepts. New York: Psychological Corporation.

    Google Scholar 

  • Broman, S. H., Bien, E., and Shaughnessy, P. 1985.Low Achieving Children: The first seven years. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Carrow-Woolfolk, E. 1985.Test for Auditory Comprehension of Language: Revised edition. Allen, TX: Teaching Resources.

    Google Scholar 

  • DiSimoni, F. 1978.The Token Test for Children. Hingham, MA: Teaching Resources.

    Google Scholar 

  • Dunn, L. M. and Dunn, L. M. 1981.Peabody Picture Vocabulary Test—Revised. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Dunn, L. M., Horton, K. B., and Smith, J. O. 1968.Peabody Language Development Kits Manual for Level #P. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Fey, M. E. 1986.Language Intervention with Young Children. San Diego: College-Hill Press.

    Google Scholar 

  • Fey, M. E. and Leonard, L. B. 1984. Partner age as a variable in the conversational performance of specifically language-impaired and normal-language children.Journal of Speech and Hearing Research 27:413–423.

    Google Scholar 

  • Fey, M. E., Leonard, L. B., and Wilcox, K. A. 1981. Speech style modifications of language-impaired and normal-language children.Journal of Speech and Hearing Research 46:91–96.

    Google Scholar 

  • Frassinelli, L., Superior, K., and Meyers, J. 1983. A consultation model for speech and language intervention.ASHA 25:25–30.

    Google Scholar 

  • Grice, H. 1975. Logic and conversation.In P. Cole and J. Morgan (eds.),Syntax and Semantics, Vol. 3. New York: Academic Press.

    Google Scholar 

  • Gruenewald, L. J. and Pollak, S. A. 1984.Language Interaction in Teaching and Learning. Baltimore: University Park Press.

    Google Scholar 

  • Guralnick, M. J. and Paul-Brown, D. 1977. The nature of verbal interactions among handicapped and nonhandicapped preschool children.Child Development 48:254–260.

    Article  Google Scholar 

  • Guralnick, M. J. and Paul-Brown, D. 1980. Functional and discourse analyses of nonhandicapped preschool children’s speech to handicapped children.American Journal of Mental Deficiency 84:444–454.

    Google Scholar 

  • Guralnick, M. J. and Paul-Brown, D. 1984. Communicative adjustments during behavior-request episodes among children at different developmental levels.Child Development 55:911–919.

    Article  Google Scholar 

  • Guralnick, M. J. and Paul-Brown, D. 1986. Communicative interactions of mildly delayed and normally developing preschool children: Effects of listener’s developmental level.Journal of Speech and Hearing Research 29:2–10.

    Google Scholar 

  • Guralnick, M. J. and Paul-Brown, D. 1988. (submitted for publication). Peer-related communicative competence of preschool children: Developmental and adaptive characteristics.

  • Hart, B. and Rogers-Warren, A. 1978. A milieu approach to teaching language.In R. Schiefelbusch (ed.).Language Intervention Strategies. Baltimore: University Park Press.

    Google Scholar 

  • J. F. Kennedy Commands Test n.d. Unpublished manuscript. Baltimore: Kennedy Institute for Handicapped Children.

  • Johnson, D. J. 1983. Design for individualization of language intervention programs.In J. Miller, D. E. Yoder, and R. Schiefelbusch (eds.).Contemporary Issues in Language Intervention. ASHA Reports 12. Rockville, MD: The American Speech-Language-Hearing Association.

    Google Scholar 

  • Johnston, J. R. 1984. Fit, focus and functionality: An essay on early language intervention. Unpublished manuscript.

  • Jorgensen, C., Huisingh, R., Zachman, L., Barrett, M., Snedden, M. K., and Thomsen, S. 1985.Activities for Children Involving Everyday Vocabulary (ACHIEV). Moline, IL: Lingui Systems.

    Google Scholar 

  • King, R. R., Jones, C., and Lasky, E. 1982. In retrospect: A fifteen-year follow-up report of speech-language disordered children.Language, Speech and Hearing Services in the Schools 13:24–32.

    Google Scholar 

  • Kwiatkowski, J. 1984. Language development for classroom instruction.In W. H. Perkins (ed.).Language Handicaps in Children. New York: Thieme-Stratton.

    Google Scholar 

  • Lee, L. L. 1974.Developmental Sentence Analysis. Evanston, ILL: Northwestern University Press.

    Google Scholar 

  • Maxwell, S. E. and G. P. Wallach 1984. The language-learning disabilities connection: Symptoms of early language disability change over time.In G. P. Wallach and K. G. Butler (eds.).Language Learning Disabilities in School-Age Children. Baltimore: Williams and Wilkins.

    Google Scholar 

  • Miller, J. and Yoder, D. 1974. An ontogenetic language teaching strategy for retarded children.In R. Schiefelbusch and L. Lloyd (eds.).Language Perspectives: Acquisition, retardation and intervention. Baltimore: University Park Press.

    Google Scholar 

  • National Joint Committee on Learning Disabilities 1987. Learning disabilities and the preschool child.ASHA 29(5):35–38.

    Google Scholar 

  • Nelson, K. and Gruendel, J. 1986. Children’s scripts.In K. Nelson (ed.).Event Knowledge: Structure and function in development. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Page, J. L. and Stewart, S. R. 1985. Story grammar skills in school-age children.Topics in Language Disorders 5:16–30.

    Article  Google Scholar 

  • Plourde, L. 1985.Classroom Listening and Speaking (CLAS). Tucson: Communication Skill Builders.

    Google Scholar 

  • Roth, F. P. and Paul-Brown D. The nature of story narration abilities in young language-impaired children. Manuscript in preparation.

  • Salza, L. and Haynes, C. 1987. Merging oral and written language techniques. Paper read at the 14th Annual Conference of the New York Branch of the Orton Dyslexia Society, March, 1987, New York.

  • Shatz, M. and Gelman, R. 1973. The development of communication skills: Modifications in the speech of young children as a function of listener.Monographs of the Society for Research in Child Development 38 (Serial no. 152).

  • Simon, C. S. (ed.). 1987. Making the collaborative consultation model work: The speech-language pathologist as consultant and teacher in mainstream education.Journal of Childhood Communication Disorders 11(1).

  • Snyder-Mclean, L. and Mclean, J. E. 1987. Effectiveness of early intervention for children with language and communication disorders.In M. J. Guralnick and F. C. Bennett (eds.).The Effectiveness of Early Intervention for At-Risk and Handicapped Children. New York: Academic Press.

    Google Scholar 

  • Strominger, A. and Bashir, A. 1977. A nine-year follow-up of language-delayed children. Paper read at the Annual Convention of the American Speech and Hearing Association, November 1977, Chicago.

  • Taenzer, S. F., Cermak, C., and Hanlon, R. C. 1981. Outside the therapy room: a naturalistic approach to language intervention.In J. M. Panagos (ed.).Language Intervention with the Learning Disabled 1(2):41–46.

    Google Scholar 

  • Terman, L. M. and Merrill, M. A. 1973.Stanford-Binet Intelligence Scale. Boston: Houghton Mifflin.

    Google Scholar 

  • Warren, S. F. and Kaiser, A. P. 1986. Incidental language teaching: A critical review.Journal of Speech and Hearing Disorders 51:291–299.

    Google Scholar 

  • Wechsler, D. 1974a.Wechsler Intelligence Scale for Children—Revised. New York: Psychological Corporation.

    Google Scholar 

  • Wechsler, D. 1974b.Wechsler Preschool and Primary Scale of Intelligence-Revised. New York: Psychological Corporation.

    Google Scholar 

Download references

Author information

Affiliations

  1. TRI-Services’, National Institute of Dyslexia, Chevy Chase, Maryland

    Diane Paul-Brown

Authors
  1. Diane Paul-Brown
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

A version of this paper was presented at the Annual Conference of the Orton Dyslexia Society, November 5, 1987, San Francisco.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Paul-Brown, D. A classroom-based model of language intervention for preschool language-impaired children: Principles and procedures. Annals of Dyslexia 38, 193–207 (1988). https://doi.org/10.1007/BF02648256

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02648256

Keywords

  • Preschool Child
  • Language Development
  • Phonemic Awareness
  • Comprehension Skill
  • Language Intervention