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Teaching grammar to school-aged children with specific language impairment using Shape Coding

Ebbels, S; (2007) Teaching grammar to school-aged children with specific language impairment using Shape Coding. Child Language Teaching and Therapy , 23 (1) pp. 67-93. 10.1191/0265659007072143. Green open access

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Abstract

This paper describes an approach to teaching grammar which has been designed for school-aged children with specific language impairment (SLI). The approach uses shapes, colours and arrows to make the grammatical rules of English explicit. Evidence is presented which supports the use of this approach with older children in the areas of past tense morphology, comprehension of dative structures and comparative questions. I conclude that there is sufficient evidence that this kind of intervention can be effective with these older children. This challenges the current move to reduce direct intervention for school-aged children.

Type: Article
Title: Teaching grammar to school-aged children with specific language impairment using Shape Coding
Open access status: An open access version is available from UCL Discovery
DOI: 10.1191/0265659007072143
Publisher version: https://doi.org/10.1191/0265659007072143
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: intervention, grammar, school-aged children, specific language impairment
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
URI: https://discovery.ucl.ac.uk/id/eprint/1516142
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