Instructive feedback (IF) is a teaching strategy where extra information, or secondary targets, are presented in the consequence portion of an instructional interaction. Unlike teaching primary targets, no response is required from the learner after presentation. In the current investigation, the procedures from Tullis et al. (2017, "The…

This paper presents the effects of using digital games on improving language learning in Tanzanian preschools. A gamified learning prototype system was developed for making alphabetical sound articulation more engaging and fun. The study was conducted with twelve preschools in Tanzania. The results revealed that preschoolers' learning performance…

Auditory-verbal therapy (AVT) is an instructional approach for children with hearing loss (HL) that emphasizes auditory learning. Studies relating to the effectiveness of AVT usually relate to speech and language outcomes of young children receiving AVT. Little is known about outcomes of these children later on, such as academic achievements. The…

Storytelling is an imperative and innovative pathway to enhance learning due to the fact that such activity prompts learners to reflect to construct meaning based on their observations and knowledge. Therefore, to develop and enhance students' storytelling ability has become an important issue for both educators and researchers. Since storytelling…

We tested the effects of an intensive tact instruction procedure on the emission of verbal operants in non-instructional settings by three preschool students with developmental delays. The participants were selected because they emitted low numbers pure verbal operants in non-instructional settings throughout the school day. Specifically, we…

We tested the effects of an intensive tact instruction procedure on numbers of tacts emitted in non-instructional settings (NIS) using a multiple probe design across 3 participants (3- and 4-year old boys with autism). The dependent variable was tacts emitted in NIS before/after the mastery of sets of 5 different stimuli. The non-instructional…

Five language-eliciting situations were presented to kindergarten and primary-grade children to identify developmental trends and task effects in the complexity of language structures, vocabulary, functions, and story conventions used. Limited developmental differences and significant task effects were found. Implications for classroom instruction…

This article discusses the importance of vocabulary in second language acquisition (SLA), presents an overview of major strands of research on vocabulary acquisition, and discusses five principles for effective second language (L2) vocabulary instruction based on research findings on lexical input processing. These principles emphasize…

Discusses the use of stereotyped speech patterns as teaching material or as the basis of communicative exercises. Gives examples of the use of these gambits in drills and exercises in German. (EKN)

Investigates verbal behaviors and the relationships with the improvement of learning strategies, motivations, and attitudes in a 7th grade cooperative science classroom setting. Studies students' perceptions of cooperative learning by achievement level. Reports that verbal behaviors in cooperative learning were positively related to the…

Explains the significance of stories in productive thinking by collecting and analyzing the reactions of 40 children of 3 and 4 years to 10 stories. Results indicate that stories can be used to understand preschool children's thinking and increase their productive thoughts. (BB)

This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…

This document reports on three years of clinical research involving the development of effective clinical intervention procedures for children with slow language development. The assessment and treatment approaches discussed in the report are based upon the developmental model of grammar described in Developmental Sentence Analysis (DSA), a…

A study was designed to identify highly teachable composing skills that have a strong statistical relationship with composition quality across various grade levels. Sample compositions were randomly selected from the National Assessment of Educational Progress (1972). A total of 750 compositions written by 9-, 13-, and 17-year-old-students (250…

Five first-grade English as a Second Language children who had been labelled nonverbal were put in a more loosely structured, tension-free situation and were encouraged by the teacher to talk freely under a variety of circumstances. The new conditions aided teachers in eliciting a great deal of speech from the students. (Author/PJM)