Evidence-Based Practices to Support Language Development Georgia ...

Evidence-Based Practices to Support Language Development

Georgia College & State University

Childre & Van Rie

Language Area/Need

Understanding Word Meanings and Expanding Vocabulary (Semantics and Morphology)

Understanding and Producing Phonemes

EvidenceBased

Practices

Comprehensive reading programs Direct instruction of morphemes Direct instruction of vocabulary (e.g., semantic feature analysis, word-finding strategies)

Speech services (with speech language pathologist)

Phonics instruction (e.g., Earobics, LiPS)

Evidence*

Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1995). Vocabulary acquisition: Synthesis of the research (Technical Report No. 13). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators. Retrieved from

Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, & Hearing Research, 45, 1142-1157.

Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60, 183-208.

Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading outcomes for students in Grades K-12. Learning Disabilities Research & Practice, 23(1), 36-49.

Roberts, G., Torgeson, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction for older students with learning disabilities. Learning Disabilities Research & Practice, 23(2), 63-69.

Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1 narrative review. Language, Speech, & Hearing Services in Schools, 42, 102-139.

Elksnin, L. K. (1997). Collaborative speech and language services for students with learning disabilities. Journal of Learning Disabilities 30, 414-426.

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2009). WWC Intervention Report: Earobics. Retrieved from

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2008). WWC Intervention Report: Lindamood Phonemic Sequencing (LiPS). Retrieved from

Developing Pragmatics

Meta-cognitive social interventions

McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24(8), 451-458.

Targeting Standard English Use for Diverse Populations

Contrastive analysis/codeswitching

Intensive instruction in vocabulary and grammar

Fogel, H., & Ehri, L. (2000). Teaching elementary students who speak Black English Vernacular to write in Standard English: Effects of dialect transformation practice. Contemporary Educational Psychology, 25(2), 212-235.

Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy & English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation & Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from

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Language Area/Need

Enhancing Limited or Disorganized Oral Responses

Supporting Language Use in Classrooms

Supporting Math Learning for Students with Language Impairment

Addressing Speech and Language for Students with Autism

EvidenceBased

Practices

Evidence*

Self-monitoring (i.e., selfquestioning, visual organizers)

Nathanson, R., Crank, J. N., Saywitz, K. J., & Ruegg, E. (2007). Enhancing the oral narratives of children with learning disabilities. Reading & Writing Quarterly, 23, 315-331.

Singer, B.D. & Bashir, A.S. (1999). What are executive functions and self-regulation and what do they have to do with language-learning disorders? Language, Speech, & Hearing Services in Schools, 30, 265-273.

Dialogue and questioning techniques (e.g., encourage think alouds, train question prompts, model responses, guide student practice)

Pairing questioning with graphic organizers

Bulgren, J. A., Marquis, J.G., Lenz, K., Deshler, D., & Schumaker, J. B. (2011). The effectiveness of a question-exploration routine for enhancing the content learning of secondary students. Journal of Education Psychology, 103(3), 578-593.

Hay, I., Elias, G., Fielding-Barnsley, R., Homel, R., & Freiberg, K. (2007). Language delays, reading delays, and learning difficulties: Interactive elements requiring multidimensional programming. Journal of Learning Disabilities, 40(5), 400409.

Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009). Examining the effects of classroom discussion on student comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740-764.

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221.

Soter, A.O., Wilkinson, I.A., Murphy, K., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal of Educational Research, 47(6), 372-391.

Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning: IES practice guide (NCER 2007?2004). Jessup, MD: National Center for Education Research.

Direct instruction of math vocabulary

Gersten, R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304.

Morin, J. E., & Franks, D. J. (2010). Why do some children have difficulty learning mathematics? Looking at language for answers. Preventing School Failure, 54(2), 111-118.

Discrete trial training

Milieu Teaching

Picture Exchange Communication System (PECS) Sign language

Flippin, M., Reszka, S., & Watson, L.R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of SpeechLanguage Pathology, 19, 178-195.

Goldstein, H. (2002). Communication intervention for children with autism: A review of treatment efficacy. Journal of Autism and Developmental Disorders, 32(5), 373-396.

Preston, D., & Carter, M. (2009). A review of the efficacy of the Picture Exchange Communication System intervention. Journal of Autism & Developmental Disabilities, 39, 1471-1486.

Schlosser, R.W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17, 212-230.

Evidence-Based Practices to Support Language Development

Georgia College & State University

Childre & Van Rie

Language Area/Need

EvidenceBased

Practices

Evidence*

Intervening with Early Language Delay

Milieu Teaching

Responsive Interaction

Direct Language Instruction

Fey, M.E., Warren, S.F., Brady, N., Finestack, L.H., Bredin-Oja, S.L., Fairchild, M., Sokol, S., & Yoder, P.J. (2006). Early effects of responsivity education/prelinguistic milieu teaching for children with developmental delays and their parents. Journal of Speech, Language, & Hearing Research, 49, 526-547.

Iacono, T.A. (1999). Language intervention in early childhood. International Journal of Disability, Development & Education, 46(3), 383-420.

Warren, S.F., & Yoder, P.J. (1997). Emerging model of communication and language intervention. Mental Retardation & Developmental Disabilities Research Reviews, 3, 358-362.

Supporting Alternative Communication Needs

Assistive technology (including stand alone devices and computerbased)

Binger, C. & Light, J. (2008). The morphology and syntax of individuals who use AAC: Research review and implications for effective practice. Augmentative & Alternative Communication, 24(2), 123-138.

Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching educational assistants to facilitate the multisymbol message productions of young students who require augmentative and alternative communication. American Journal of Speech-Language Pathology, 19, 108-120

Myers, C., (2007). "Please listen, it's my turn:" Instructional approaches, curricula and contexts for supporting communication and increasing access to inclusion. Journal of Intellectual & Developmental Disability, 32(4), 263-278.

*Evidence provided is a sample of the research identified to support each practice.

Disclaimer: This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP), Cooperative Agreement #H325T090008. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.

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