This study gathered information, in the form of a snapshot, about speech-language pathologist (SLP) and teacher of the deaf (TOD) familiarity with and use of five SIOP Model components: Building Background, Comprehensible Input, Strategies, Interaction, and Practice and Application. Recent studies posited a need for more research-based intervention and instruction methodology in the fields of speech-language pathology and deaf education. These SIOP Model components have a large evidence-base for enhancing access to the language of the curriculum for English Language Learners. These components have been suggested as possible tools for all students who have difficulty accessing the language of the curriculum. This study surveyed SLPs' and TODs' knowledge and use of SIOP Model components in intervention and instruction. Findings show that both SLPs and TODs are familiar with at least some of the SIOP Model components and are using them to enhance their student’s abilities to access the language of the curriculum across content areas, though particularly in reading and language arts. The Building Background and Strategies components were seen as most useful and both SLPs and TODs reported several benefits for their students in use of the components including: increased comprehension, enhanced connections between background and content knowledge, and improved access to the curriculum. Finally, both SLPs and TODs appreciated the generalizability and explicitness of the components.
|Commitee:||Huston, Mary, Pedersen, Holly|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Subjects:||Communication, Speech therapy, Language|
|Keywords:||Deaf education, Language intervention, SIOP model|
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