Contextual strategy training: Socially/emotionally maladjusted adolescents with language impairments

Authors

Jeannene M. Ward-Lonergan, University of the PacificFollow
Betty Z. Liles, University of Connecticut
Steven V. Owen, University of Connecticut

Document Type

Article

Publication Title

Journal of Communication Disorders

ISSN

0021-9924

Volume

29

Issue

2

DOI

10.1016/0021-9924(95)00017-8

First Page

107

Last Page

124

Publication Date

3-1-1996

Abstract

Ten socially/emotionally maladjusted adolescents with language impairments (SEM/LI) and ten non-impaired adolescents received four treatment sessions in the use of a “context clues strategy” for facilitating comprehension of unfamiliar words in four sentence types. Both groups improved their ability to use a context clues strategy following direct instruction. The SEM/LI subjects exhibited greater difficulty with the appositive sentence type than did the non-impaired subjects. The results indicated that SEM/LI adolescents probably would benefit from receiving direct instruction involving any of the three other sentence types (i.e., cause/effect, example, grouping), prior to instruction involving the appositive sentence type.

Recommended Citation

Ward-Lonergan, J. M., Liles, B. Z., & Owen, S. V. (1996). Contextual strategy training: Socially/emotionally maladjusted adolescents with language impairments. Journal of Communication Disorders, 29(2), 107–124. DOI: 10.1016/0021-9924(95)00017-8
https://scholarlycommons.pacific.edu/phs-facarticles/333