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dc.contributor.authorHay, Ianen_US
dc.contributor.authorElias, Gordonen_US
dc.contributor.authorFieldiing-Barnsley, Ruthen_US
dc.contributor.authorHomel, Rossen_US
dc.contributor.authorFreiberg, Kateen_US
dc.date.accessioned2017-04-24T08:14:31Z
dc.date.available2017-04-24T08:14:31Z
dc.date.issued2007en_US
dc.date.modified2009-12-07T03:35:53Z
dc.identifier.issn00222194en_US
dc.identifier.doi10.1177/00222194070400050301en_AU
dc.identifier.urihttp://hdl.handle.net/10072/18134
dc.description.abstractResearchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherHammill Institute on Disabilitiesen_US
dc.publisher.placeAustin, Texasen_US
dc.publisher.urihttp://ldx.sagepub.com/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom400en_US
dc.relation.ispartofpageto409en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalJournal of Learning Disabilitiesen_US
dc.relation.ispartofvolume40en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode380201en_US
dc.titleLanguage Delays, Reading Delays, and Learning Difficulties: Interactive Elements Requiring Multidimensional Programmingen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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