This presentation shares the results of a study that extends previous research using a visual intervention strategy, by adding a motor intervention strategy, for grammar learning with two early primary-age students. The alternating treatment design study compared the rate of learning and accuracy attained using each intervention targeting separate grammar features. During the presentation, implementation of both intervention techniques are explained, and participant results are reviewed to help interventionists provide appropriate support for students with dyslexia.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.
TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.
Disclosure: Alisha P. Springle has no relevant financial or nonfinancial relationships to disclose.
M.D., CCC-SLP, BCS-CL,
Old Dominion University
0.10 - ASHA CEU
1.00 - Clock Hours
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