Purpose

This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders.

Method

Two 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing.

Results

Following the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness.

Conclusions

Sketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students.

中文翻译：

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像科学家一样说话：关于素描和说话干预以改善说明性话语的多个案例研究

目的

这个描述性的多案例研究检查了情境说明策略干预对三名有语言障碍的小学生的支持和独立记笔记、口头排练和报告技能的影响。

方法

有语言障碍的两名 9 岁四年级学生和一名 11 岁六年级学生参加。学校言语语言病理学家在九周内以 16 次每次 20 分钟的会议形式进行了干预。学生们学会了从说明性文本中记下书面和象形文字，并在不同的学习环境中使用口头表述和排练单个句子和整个报告。为了探索紧急成就和独立成就，在最终干预会议演示和干预前/后测试中检查了表现。

结果

在干预之后，所有三名学生都有效地使用笔记和口头排练来准备并向听众展示流利、有条理、准确、自信的口头报告。从测试前到测试后，学生们在笔记质量、口头排练的使用、口头和书面报告的整体质量以及策略意识方面都有了一系列的提高。

结论

Sketch and Speak显示了作为对学术语言学习有困难的学生的说明性干预的潜力。结果支持进一步检查这种干预措施，以支持低年级学生使用支持策略和高年级学生独立使用。