Comparing the effects of structural and natural language use during direct instruction with children with mental retardation

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Atıf İçin Kopyala

Kircaali-Iftar G., Birkan B., Uysal A.

EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, cilt.33, sa.4, ss.375-385, 1998 (SSCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 33 Sayı: 4
• Basım Tarihi: 1998
• Dergi Adı: EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES
• Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
• Sayfa Sayıları: ss.375-385
• Anadolu Üniversitesi Adresli: Hayır

Özet

Effects of structural and natural language use during direct instruction in teaching color and shape concepts to children with moderate mental retardation were compared using an adapted alternating treatments design. Subjects of the study were eight children with mental retardation receiving individual instruction in a preschool program in Turkey. Four of the subjects were taught color concepts and four of them were taught shape concepts. The results indicated that natural language use was as effective as or more effective than structural language use in teaching color and shape concepts. According to these results teachers of children with mental retardation might be encouraged to modify the type of verbal interactions they use during direct instruction.