Master of Science (MS)
Semester of Degree Completion
Rebecca M. Throneburg
This study investigated improvement in curricular vocabulary in school-aged children grades kindergarten through third at two different elementary schools. One school received collaborative classroom-based language lessons from the teacher and speech-language pathologist (Collaborative School). The other school received regular instruction from the classroom teacher without the input of the speech-language pathologist (Traditional School). The speech-language pathologist provided services to the children with speech or language IEP goals at the Collaborative School primarily in the classroom through these language lessons. The students who received speech or language therapy at the Traditional School received services solely through the pull-out model of intervention. Results revealed that the collaborative classroom-based language lessons fostered greater gains on a curricular vocabulary test than pull-out therapy for children who qualified for speech or language services. Results also indicated that the collaborative classroom-based language lessons were more effective in increasing curricular vocabulary knowledge than regular instruction provided by the teacher alone for subjects who did not qualify for speech or language services. The gains made by the students at the Collaborative School were significantly greater than the improvement demonstrated by subjects at the Traditional School across all four grades and regardless of special services received.
Sturm, Jennifer J., "Collaboration versus Pull-Out Intervention: Effects on Vocabulary Acquisition and Classroom Communication" (1999). Masters Theses. 1529.