The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders

• Main Author: Tseng, Hsien-Chun (Tommy)
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Effective teaching; Mental retardation; English language > Study and teaching; Language disorders; English language > Study and teaching (Elementary); Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3267; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10105/viewcontent/CDTG003867_P.pdf
• Institution: De La Salle University

The study explored the use and perceived effects of selected instructional strategies on the communication skills of CWMR with language disorders. Specifically, it aimed to identify the instructional strategies used by most teachers of children with language disorders and their effects on communication skills in terms of form, content, and usage. Basically, this research is descriptive in nature. It involved thirty SPED teacher respondents coming from six schools with SPED classes in Manila. A validated researcher-made questionnaire was used. Percentage ratings identified the top data for consideration. The findings revealed that most of the teacher respondents (80%) used Game Therapy and Individualized Reading Approach on their instructional strategies. Whole Language Approach was perceived to be effective in improving form skills; Language Experience Approach for content and usage skills in communication. In particular, out of the 18 skill elements in form, almost half (46.7%) of the teacher respondents perceived that Phonic Approach was effective in helping students to read simple consonant-vowel-consonant pattern words. Thirty-three percent (33.33%) under content, Rebus Approach was considered to be effective in helping students name body parts. Lastly, in usage, 36.7% of the respondents v indicated that Game Therapy, Language Experience Approach, Linguistic Approach, and Neurological Impress Method were perceived to be effective in improving students ability to follow one-step verbal direction, use language for specifics, relate their own simple stories/incidents, imitate actions that go together with songs or thymes, and behave properly in varied social settings.