Degree Name
Master of Science (MS)
Semester of Degree Completion
1998
Thesis Director
Lynn Calvert
Abstract
The present study investigated curricular vocabulary acquisition in children enrolled in grades kindergarten through third. A collaborative classroom-based treatment approach was compared with a classroom-based "SLP-teach" method of intervention. Children at the collaborative school received a curricular language lesson in the classroom which was team taught by the classroom teacher and speech-language pathologist. The speech-language pathologist and classroom teacher met weekly to determine curricular vocabulary words and materials for the lessons. Children at the SLP-teach school received the same curricular language lessons, however, the classroom teachers were not present during the lessons and collaborative planning did not occur between the speech-language pathologist and classroom teacher. Results indicated that the collaborative classroom-based approach yielded greater gains on an original curricular vocabulary assessment measure than the SLP-teach model of intervention. In examining the individual grade levels at the two schools, greater differences between settings occurred as grade level increased.
Recommended Citation
Paramboukas, Alexis A., "The Effects of Teacher Involvement in Classroom-Based Intervention for Vocabulary Acquisition and Classroom Communication Skills" (1998). Masters Theses. 1683.
https://thekeep.eiu.edu/theses/1683
