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

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 communicat...

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Main Author: Tseng, Hsien-Chun (Tommy)
Format: text
Language:English
Published: Animo Repository 2005
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Online Access:https://animorepository.dlsu.edu.ph/etd_masteral/3267
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10105/viewcontent/CDTG003867_P.pdf
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Institution: De La Salle University
Language: English
id oai:animorepository.dlsu.edu.ph:etd_masteral-10105
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spelling oai:animorepository.dlsu.edu.ph:etd_masteral-101052022-03-16T08:32:04Z The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders Tseng, Hsien-Chun (Tommy) 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. 2005-01-01T08:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etd_masteral/3267 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10105/viewcontent/CDTG003867_P.pdf Master's Theses English Animo Repository Effective teaching Mental retardation English language--Study and teaching Language disorders English language--Study and teaching (Elementary) Special Education and Teaching
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Effective teaching
Mental retardation
English language--Study and teaching
Language disorders
English language--Study and teaching (Elementary)
Special Education and Teaching
spellingShingle Effective teaching
Mental retardation
English language--Study and teaching
Language disorders
English language--Study and teaching (Elementary)
Special Education and Teaching
Tseng, Hsien-Chun (Tommy)
The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders
description 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.
format text
author Tseng, Hsien-Chun (Tommy)
author_facet Tseng, Hsien-Chun (Tommy)
author_sort Tseng, Hsien-Chun (Tommy)
title The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders
title_short The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders
title_full The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders
title_fullStr The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders
title_full_unstemmed The perceived effects of selected instructional strategies on communication skills of CWMR with language disorders
title_sort perceived effects of selected instructional strategies on communication skills of cwmr with language disorders
publisher Animo Repository
publishDate 2005
url https://animorepository.dlsu.edu.ph/etd_masteral/3267
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10105/viewcontent/CDTG003867_P.pdf
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