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Hadley PA, Simmerman A, Long M, et al. Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention. Lang Speech Hear Serv Sch. 2000;31(3):280-295doi: 10.1044/0161-1461.3103.280.
Hadley, P. A., Simmerman, A., Long, M., & Luna, M. (2000). Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention. Language, speech, and hearing services in schools, 31(3), 280-295. https://doi.org/10.1044/0161-1461.3103.280
Hadley, Pamela A, et al. "Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention." Language, speech, and hearing services in schools vol. 31,3 (2000): 280-295. doi: https://doi.org/10.1044/0161-1461.3103.280
Hadley PA, Simmerman A, Long M, Luna M. Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention. Lang Speech Hear Serv Sch. 2000 Jul 01;31(3):280-295. doi: 10.1044/0161-1461.3103.280. PMID: 27764445.
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Lang Speech Hear Serv Sch. 2000 Jul 01;31(3):280-295. doi: 10.1044/0161-1461.3103.280.

Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention.

Language, speech, and hearing services in schools

Pamela A Hadley, Alice Simmerman, Michele Long, Michael Luna

Affiliations

  1. Arizona State University, Tempe.
  2. Osborn School District, Phoenix, AZ.

PMID: 27764445 DOI: 10.1044/0161-1461.3103.280

Abstract

PURPOSE: This study explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children in an inner-city school district.

METHOD: Four regular education teachers from the neighborhood school were randomly selected for participation. Children were randomly assigned to classrooms following usual school procedures. Two classrooms served as standard practice controls. In the other two classrooms, a collaborative service delivery model was implemented. One certified speech-language pathologist taught in each experimental classroom 2 1/2 days per week. The speech-language pathologist and the regular education teachers engaged in joint curriculum planning on a weekly basis. Vocabulary and phonological awareness instruction was embedded into ongoing curricular activities. Additionally, explicit instruction in phonological awareness was planned for a 25-minute small-group activity center weekly.

RESULTS: Following the 6-month intervention, superior gains were noted in receptive vocabulary, expressive vocabulary, beginning sound awareness, and letter-sound associations for children in the experimental classrooms as compared to children in the standard practice control classrooms. The children in the experimental classrooms also showed greater improvement on a deletion task in comparison to the children in the standard practice classrooms. Importantly, this task was never used as an instructional activity, and thus demonstrated generalization to a novel phonological awareness task.

CLINICAL IMPLICATIONS: The results are discussed with regard to the positive benefits of collaboration in facilitating the language abilities of inner-city children who are at risk for academic difficulties in the early elementary grades.

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