This applied dissertation was designed to determine if exposure to a multimodal instruction program would mitigate the gap of language acquisition between the language-learning-delayed student and the developmentally appropriate preschool student. Language-learning-delayed preschool students are at risk of future language and education difficulties. Multimodal instruction has been found to impact language acquisition.
The writer utilized multimodal instruction incorporating music, American Sign Language, and pictorials. The teacher incorporated these strategies 30 minutes daily over a 7-month period in the study preschool. The songs incorporated language the students were unfamiliar with that was essential for early communication skills. The study used a total of 26 preschoolers in an experimental group and two control groups in a quantitative design.
The daily use of a multimodal instruction program as a supplemental education tool significantly increased the language-delayed children's receptive, expressive, and overall language skills. Children also showed an increase in active engagement and an excitement and comfort level with the routine of the daily instruction.
|School:||Nova Southeastern University|
|School Location:||United States -- Florida|
|Source:||DAI-A 70/02, Dissertation Abstracts International|
|Subjects:||Language arts, Early childhood education, Developmental psychology, Cognitive psychology|
|Keywords:||Expressive language, Increasing language, Language learning delayed, Language-delayed, Multimodality, Oral language, Preschool, Receptive language|
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