Individual Differences in Language Delayed Children's Responses to Direct and Interactive Preschool Instruction

Cole, Kevin N.; Dale, Philip S.; Mills, Paulette E.

doi:10.1177/027112149101100110

Cited by 39 publications

(27 citation statements)

References 20 publications

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“…For example, both children with SLI and children with non-specific language impairment show processing delays (Miller, Kail, Leonard, & Tomblin, 2001). Furthermore, children with SLI and children with other language-learning difficulties have responded in a similar way to treatment protocols (Cole, Dale, & Mills, 1991). Finally, recent epidemiological studies revealed circularity in reasoning about SLI, particularly when it is identified as the lower end of the continuum of language disability.…”

Section: Subtypes In Language Disabilitymentioning

confidence: 99%

Subtyping stuttering II: Contributions from language and temperament

Seery

Watkins

Mangelsdorf

et al. 2007

Journal of Fluency Disorders

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The reader will be able to: (1) discuss possible associations of language ability and temperament to the development of stuttering in young children; (2) summarize the subtyping research from the literature on language ability and temperament in young children; (3) generate directions for future research of stuttering subtypes drawn from the literature related to language ability and temperament in young children.

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Section: Subtypes In Language Disabilitymentioning

confidence: 99%

Subtyping stuttering II: Contributions from language and temperament

Seery

Watkins

Mangelsdorf

et al. 2007

Journal of Fluency Disorders

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“…The use of a hybrid approach to treatment (Paul, 2001) may be a reasonable compromise because it combines naturalistic contexts with structured elicitations. Cole, Dale, and Mills (1991) found this approach to be most effective for children with low levels of linguistic development.…”

mentioning

confidence: 98%

Intervention to Improve Expressive Grammar for Adults With Down Syndrome

Hewitt

Hinkle

Miccio

2005

Communication Disorders Quarterly

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Recent investigations have supported the ability of persons withDown syndrome to continue learning language on into adulthood. The importance of intervention to increase communicative competence is evident-what is not known is the effectiveness of such intervention. The authors report here on a series of case studies that investigated a language intervention that targeted syntax for adults with Down syndrome. The intervention used a hybrid approach combining naturalistic intervention contexts with structured elicitations of targets. Three adults with Down syndrome, ranging in age from 29 to 52 years, participated in 12 treatment sessions targeting grammatical morphemes. Results indicated that all three participants increased their use of target structures in obligatory contexts.

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“…Cette homogénéité constitue un atout méthodologique qui légitime la comparaison sur le plan pédagogique et permet de faire valoir la validité des résultats obtenus. Sur le plan de la performance scolaire, nos résultats se situent dans la lignée des recherches où l'on ne constate aucune différence entre les pédagogies centrées sur l'élève et celles centrées sur l'enseignant (Avanzini et Ferrero, 1976 ;Cole, Dale et Mills, 1991 ;Lewis, 1982 ;Mosley et Plue, 1980). Nous ne confirmons donc pas la tendance majoritaire qui évoque une plus grande efficacité des pédagogies centrées sur l'enseignant (Chall, 2000 ;Jobin et Gauthier, 2008).…”

Section: Discussion Des Résultatsunclassified

Le passage d’une pédagogie centrée sur l’élève vers une pédagogie centrée sur l’enseignant : une étude de cas comparative

Brito

2013

rse

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Nous étudions la transition entre une école primaire et un collège (premier cycle du secondaire). Nous comparons, d’un côté, les élèves issus d’une école primaire proposant une pédagogie centrée sur l’élève ; de l’autre, les élèves issus d’une école proposant une pédagogie centrée sur l’enseignant. Nous comparons leurs performances scolaires et certaines dimensions psychologiques mesurées à l’aide d’un questionnaire. Sur le plan scolaire, aucune différence n’est constatée. Sur le plan psychologique, les élèves issus d’une pédagogie centrée sur l’élève font preuve d’une grande habileté sociale et relationnelle sans qu’il soit pour autant possible d’évoquer de plus grandes capacités d’adaptation.This article focuses on the issue of transition from a child-centered primary school to a teacher-centered secondary school. We compare the schooling of two groups of pupils, one coming from child-centered classes with one of pupils from teacher-centered classes, comparing their academic achievement and some psychological dimensions assessed using psychometrical tools. The results indicate that on the academic level there is no difference between the two groups. On the psychological level, children from child-centered classes demonstrate greater social and relational skills, however it is not possible to evoke better adaptation capacities.Estudiamos la transición entre una escuela primaria que propone una pedagogía centrada en el alumno y un colegio que utiliza una pedagogía centrada en el docente. Comparamos dos grupos : de un lado, los alumnos procedentes de una escuela primaria con una pedagogía centrada en el alumno, del otro, los alumnos procedentes de una escuela con una pedagogía centrada en el docente. Comparamos el rendimiento escolar y algunas dimensiones psicológicas evaluadas mediante un cuestionario. En el plan escolar no se observa ninguna diferencia. En el plan psicológico, los alumnos procedentes de las clases con pedagogía centrada en el alumno demuestran una gran habilidad social y relacional sin que sea posible por ello hablar de mayores capacidades de adaptación

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Individual Differences in Language Delayed Children's Responses to Direct and Interactive Preschool Instruction

Cited by 39 publications

References 20 publications

Subtyping stuttering II: Contributions from language and temperament

Subtyping stuttering II: Contributions from language and temperament

Intervention to Improve Expressive Grammar for Adults With Down Syndrome

Le passage d’une pédagogie centrée sur l’élève vers une pédagogie centrée sur l’enseignant : une étude de cas comparative

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