Relevant bibliographies by topics / Situational Language Intervention Programme

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Academic literature on the topic 'Situational Language Intervention Programme'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Situational Language Intervention Programme"

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Cao, Yiqian (Katherine). "Exploring dynamism in willingness to communicate." Australian Review of Applied Linguistics 36, no. 2 (January 1, 2013): 160–76. http://dx.doi.org/10.1075/aral.36.2.03cao.

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This paper examines dynamism in students’ situational willingness to communicate (WTC) within a second language classroom. This longitudinal study involved twelve English as a Second Language (ESL) participants who enrolled in an English for Academic Purposes (EAP) programme in New Zealand for five months. Based on data from classroom observations, stimulated-recall interviews and reflective journals, the in-depth analysis of a case study reveals that learners’ situational WTC in second language (L2) classes could fluctuate and dynamically change over time. This involved a process where situational WTC was jointly affected by learners’ cognitive condition and linguistic factors, together with classroom environmental factors. The in-depth qualitative analysis of a single case in individual lessons allowed us to see the dynamic nature of WTC.
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Anderson, Annie S., David N. Cox, Susan McKellar, Joanna Reynolds, M. E. J. Lean, and David J. Mela. "Take Five, a nutrition education intervention to increase fruit and vegetable intakes: impact on attitudes towards dietary change." British Journal of Nutrition 80, no. 2 (February 1998): 133–40. http://dx.doi.org/10.1017/s0007114598001032.

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To assess the response of low consumers of fruit and vegetables to a nutrition education intervention programme, data were collected from 104 adults on attitudinal variables related to ‘eating more fruit, vegetables and vegetable dishes’. Questionnaires (based on the theory of planned behaviour) assessing perceived barriers to increasing fruit and vegetable consumption were administered before an action-orientated intervention programme and at the end of the intervention period (8 weeks). Questionnaire scores for belief-evaluations in the intervention groups pre- and post-study indicated that support of family and friends, food costs, time constraints and shopping practicalities (in order to increase intake of fruit, vegetable and vegetable dishes) were barriers to greater consumption of these foodstuffs. Perceived situational barriers to increasing intakes of fruits and vegetables were: limited availability of vegetables, salads and fruit at work canteens, take-aways, friends' houses and at work generally. Following the intervention the number of visits to the shops was perceived as a greater barrier for increasing intakes of fruit and vegetables. Perceived practical opportunities for increasing intakes highlighted drinking fruit juice, taking fruit as a dessert, having fruit as a between-meal snack and eating two portions of vegetables with a meal. About two-thirds of intervention subjects achieved the recommended fruit and vegetable target, but it is concluded that practical issues and situational barriers need to be addressed for the success of future public health campaigns.
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Mackenzie, Lee. "Evaluation of an English language peer tutoring intervention." International Journal of Educational Management 34, no. 5 (December 23, 2019): 869–80. http://dx.doi.org/10.1108/ijem-04-2019-0129.

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PurposeDesertion rates in Colombian universities remain unacceptably high. In the field of foreign languages, academic failure is particularly concerning since English language instruction is compulsory in most universities. To address the issue of poor student performance and high dropout rates, the University of Colombia has set up a peer tutoring scheme (PTS) for English as a foreign language (EFL) students in order to inform programme development. The paper aims to discuss this issue.Design/methodology/approachThe study was informed by realist evaluation principles. Qualitative in-depth interviews were conducted with eight PTS stakeholders supplemented by documentary analysis of the programme’s publicity material on the PTS website. The data were analysed using thematic analysis.FindingsFindings reveal discrepancies between the “espoused theory” about how the programme operates and the “theory-in-use”. In particular, according to stakeholders, the programme does not appear to be used by many of those EFL students who would benefit from it, which suggests that the programme is not as effective as it could be. Student and teacher contextual factors and mechanisms may explain the reasons for issues with programme effectiveness.Research limitations/implicationsFormative evaluations such as the current study can provide rich contextual information, but cannot be generalised to other settings. Also, this study does not explore the perspective of peer tutors and tutees, which means key variables may have been overlooked. Further research into the perspectives of tutors and tutees would therefore be needed to firm up these conclusions.Practical implicationsDue to the scarcity of literature into EFL peer tutoring interventions in higher education (HE), it is hoped that these findings will have relevance for similar contexts. The current evaluation highlights the influence of contextual factors such as willingness to ask for help, student motivation, student priorities, tutor credibility, teacher workload, timetabling and scheduling issues and involvement from teachers on the success of open-access peer tutoring programmes for EFL students in higher educational settings.Originality/valueAs far the researcher is aware, this is the first evaluation of an EFL peer tutoring programme in a private HE context in Colombia, and one of only a handful of studies into EFL peer tutoring programmes. The findings therefore have implications for those working in similar contexts.
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Huntley, R. M. C., K. S. Holt, A. Butterfill, and Clare Latham. "A follow-up study of a language intervention programme." International Journal of Language & Communication Disorders 23, no. 2 (January 1988): 127–40. http://dx.doi.org/10.3109/13682828809019882.

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Lousada, Marisa, Margarida Ramalho, and Carolina Marques. "Effectiveness of the Language Intervention Programme for Preschool Children." Folia Phoniatrica et Logopaedica 68, no. 2 (2016): 80–85. http://dx.doi.org/10.1159/000448684.

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Cook, Frances, and Lena Rustin. "Commentary on the lidcombe programme of early stuttering intervention." International Journal of Language & Communication Disorders 32, no. 2 (January 1997): 250–58. http://dx.doi.org/10.3109/13682829709020406.

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Boakye, Naomi Adjoa Nana Yeboah, and Magdaline Mbong. "A Needs Analysis for a Discipline-Specific Reading Intervention." English Language Teaching 9, no. 3 (February 21, 2016): 235. http://dx.doi.org/10.5539/elt.v9n3p235.

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<p class="Normal1">This paper reports on a needs analysis that sought to explore students’ reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students’ reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students.</p>
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Nevo, Einat, and Vered Vaknin-Nusbaum. "Enhancing language and print-concept skills by using interactive storybook reading in kindergarten." Journal of Early Childhood Literacy 18, no. 4 (February 28, 2017): 545–69. http://dx.doi.org/10.1177/1468798417694482.

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The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts. Pre-test motivation to read was predictive of post-test performance in these same language and print-concept skills. The study suggests that a short intervention programme, using stories and embedded activities, can enhance language and print concepts in kindergarten children; and that motivation to read is equally important in the development of their language and literacy abilities.
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Onslow, Mark, Sue O'Brian, and Elisabeth Harrison. "The Lidcombe Programme of early stuttering intervention: Methods and issues." International Journal of Language & Communication Disorders 32, no. 2 (January 1997): 231–50. http://dx.doi.org/10.3109/13682829709020405.

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Placencia, María Elena, and Catalina Fuentes Rodríguez. "In between spectacle and political correctness." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 1 (March 1, 2013): 117–45. http://dx.doi.org/10.1075/prag.23.1.06pla.

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Vamos con todo is a mixed-genre entertainment programme transmitted in Ecuador on a national television channel. The segment of the programme that we examine in this paper focuses on gossip and events surrounding local/national celebrities. Talk as entertainment is central to this segment which is structured around a series of ‘news’ stories announced by the presenters and mostly conveyed through (pre-recorded) interviews. Extracts of these interviews are ingeniously presented to create a sense of confrontation between the celebrities concerned. Each news story is then followed-up by informal ‘discussions’ among the show’s 5-6 presenters who take on the role of panellists. While Vamos con todo incorporates various genres, the running thread throughout the programme is the creation of scandal and the instigation of confrontation. What is of particular interest, however, is that no sooner the scandalous stories are presented, the programme presenters attempt to defuse the scandal and controversy that they contributed to creating. The programme thus results in what viewers familiar with the genre of confrontational talk shows in Spain, for example, may regard as an emasculated equivalent. In this paper we explore linguistic and other mechanisms through which confrontation and scandal are first created and then defused in Vamos con todo. We consider the situational, cultural and socio-political context of the programme as possibly playing a part in this disjointedness. The study draws on the literature on television discourse, talk shows and (im)politeness in the media.
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Dissertations / Theses on the topic "Situational Language Intervention Programme"

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Hall, Phillip, and n/a. "The situational language intervention programme (SLIP) : the theoretical background and outline of the programme." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.121516.

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The general aim of the thesis is to show how The Situational Language Intervention Programme (SLIP) was formulated in order to include the critical factors of: the cognitive abilities and linguistic characteristics of the intellectually handicapped; pragmatics, semantics and syntax and the four models of language acquisition; the criteria that guide language intervention programme development; the use of precise and systematic teaching methods that stimulate the use of language in the students' environment. The general objective of both SLIP and this thesis is to show how to increase moderately to severely intellectually handicapped adolescents' language-communication through the appropriate use of the forms of language applied to its functions in a specific range of situations. Chapter Two of the thesis is concerned with the cognitive abilities of intellectually handicapped people and the implications of intellectual handicap on communication and language development. In addition it discusses, stage by stage, the positive and negative markers of language acquisition. These markers illustrate to the teacher the signs of linguistic retardation at each stage of language learning. The contents of Chapter Three provide an outline of the four models of language acquisition, i.e. Pragmatic, Semantic/Cognitive, Psycholinguistic/Syntactic and Behavioural. Those models contribute to our understanding of how language develops and illustrate to us the complex nature of language acquisition. In addition, this discussion documents the past and current research viewpoints and draws our attention to the limitations that existing theories have in providing a "full�blown" model of language acquisition. Furthermore, Chapter Three is stating that the recent analysis of language-training for communication disordered and intellectually handicapped students has shown that a more balanced study of the semantic and pragmatic factors in language acquisition is emerging. This chapter is urging teachers to re-analyze, re-evaluate and modify their language intervention programmes by integrating the syntactic, semantic and pragmatic factors. Both the contents of Chapters Two and Three are demonstrating that it is necessary to address the theoretical viewpoint and academic findings both of which are important aspects of the role of the interventionist. They have to be addressed if the teacher is to make judgments concerning the efficacy of different models in attaining certain goals. Such factors govern the utilization and integration of certain approaches and procedures. The contents of Chapters Four and Five discuss how the language interventionist can lead the intellectually handicapped student into increased language usage and communicative competence. Chapter Four is concerned with the current critical issues and developments in: curriculum and programme design for the moderately/severely intellectually handicapped adolescent; criteria to guide programme development and direction of language intervention; direct instruction techniques; augmentative communication systems and their basic programme guidelines. Chapter Five outlines the framework of the Situational Language Intervention Programme (SLIP) which was designed and implemented by the author. The content and procedures utilized by SLIP are greatly influenced by the contents of Chapters Two, Three and Four. This influence is demonstrated in the discussion concerning SLIP's: aims and objectives; content and design decisions; selection of forms to be taught; sequencing; teaching procedures and methods of instruction. Chapter Five also discusses the implementation of SLIP.
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Forsingdal, Shareen Lisa. "Factors relating to outcomes in late talkers following an early language intervention programme /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16338.pdf.

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Hurt, Sharon. "An evaluation of a communicative intervention programme for hearing caregivers and their deaf children in a developing context." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/2919.

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Includes bibliographical references (p. 398-428).
This study set out to evaluate the effectiveness of an intervention programme, in a developing context within an ecological framework that involves parents througp parent training adopting a parent-child interaction approach to intervention. This short-term, group intervention programme was developed specifically for hearing primary caregivers of profo,undly deaf signing children from low socio-economic backgrounds. A naturalistic approach to .intervention that followed a conversational model was applied. The programme was deSigned to enhance dyadic communicative interaction and to empower the caregivers as effective change agents, primarily through the programme components of communication skills and sign language, information and knowledge, educational advocacy and support. A broader perspective was adopted through addressing socio-economic factors and adapting to cultural differences. A team of people was involved in programme development, implementation and evaluation and included professionals from a range of disciplines, Deaf signing adults, and an English-isiXhosa interpreter. A shortterm longitudinal, before-and-after group design was used in programme implementation and evaluation. This design encompassed constructivist-interpretive and positivist/post-positivist research paradigms. The group of sixteen caregiver-child dyads reported on in this study was its own control, constituting a quasi-experimental design. An estimate of the effect of the programme was determined by analysing pre-post-intervention comparisons of videotaped dyadic interactions during play and storytelling, and the post-intervention evaluation questionnaire and focus group interview data. A coding system was compiled for the investigation of communication and sign language parameters that were not part of an occurrence of communication breakdown. Investigation of breakdown and repair as well as aspects of caregiver sign production constituted a separate analysis. Both quantitative and qualitative analyses were Icarried out in the evaluation process and certain procedures were adopted to enhance the reliability and validity of the findings. It is believed that the aims I of this study and the specific goals/objectives of the programme were met. The analyses carried out indicated positive change and that this change was most likely due to the programme. In particular, it is believed that the style of caregiver-child interaction changed over the course of the intervention and so the programme was effective to the degree that it improved caregiver-child communicative interaction. More so, it is believed that the programme resulted in empowerment of the caregivers. Numerous aspects are believed to contribute towards the uniqueness of this study and of the communicative intervention programme. The numerous clinical and theoretical implications and implications for future research arising from this study are discussed in detail.
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.

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De, Jager Marina, and Johanna Geldenhuys. "Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6801.

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This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
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Zoetmulder, Amy. "A study of the collaborative process of volunteers in a literacy intervention programme in support of vulnerable children in South Africa." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31001.

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The development of early literacy skills is critical for all children in South Africa. Children receive language and literacy development support in the home, school, and community environments. Vulnerable children, such as orphans, may receive this support from volunteers in their home environments. Additional language development support systems in the form of programmes run by volunteers are important. This study describes and analyses the process of collaboration between six volunteers who are involved in languageliteracy programmes by examining how volunteers negotiate collaboration in promoting literacy development. This qualitative research study used a participatory action cycle design to investigate collaboration. A range of research methods such as focus groups, interviews, reflections and observations were used. Findings from this study provided insight into the identity of volunteers. They were people who had strong values in respect of literacy, a positive experience of volunteering, a sense of civic responsibility and an empathetic personality. The collaborative process was established through the presence of a strong common cause, vulnerability and trust among volunteers, a structured and well-led action cycle process, the development of self-reflection, and a passion to be change agents. Volunteers were able to problem solve and act to make changes to the intervention programme which included actions at a programme and volunteer level. The speechlanguage therapist (SLT’s) role was critical in a literacy-related intervention as a support for volunteers. The expertise of SLTs, namely knowledge in language and literacy development, was valued in streamlining the process of taking appropriate actions to enrich the literacy programme.
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Roffman, Naomi. "The impact of an explicit, multisensory, phonics intervention programme on the professional development of the English foreign language teacher." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/273132/.

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The purpose of the research was to assess the impact of the process of professional development of English foreign language teachers in Israel who participated in the Explicit Multisensory Phonics Intervention Programme. Previous research focused on changes in knowledge, practices, student attainment, and beliefs. Changes from negative to positive self efficacy were not examined, and a model for the professional development of the English foreign language teacher did not exist. The conceptual framework is based on an integration of the concept of self efficacy with theories of professional development and literacy acquisition. Literacy acquisition is based on the knowledge and practice components of the process of professional development in this research. The process of professional development is set in motion by a sense of negative self efficacy. The attainment of content knowledge is followed by a change of practices and thereafter improved student attainment, leading to changes in teachers’ beliefs and positive self efficacy. The research questions seek to clarify teachers’ incentives for joining the programme, their standard of content knowledge and perceptions of the impact of the process of professional development. A mixed methods approach was used. The content knowledge of teachers was tested with a pre and post test. A questionnaire about the process of professional development was sent to teachers who had participated in the programme since 1991. Several unstructured interviews were held. Results showed that the teachers’ sense of negative self efficacy and failure in the field initiated their need for professional development. The impact of the process of professional development was: increased knowledge, changed practices and beliefs, claimed student attainment and positive self efficacy. The research contributes to knowledge by empirically supporting a theoretically based model for the impact of the process of professional development of English foreign language teachers. Positive and negative self efficacy are key factors in the process of professional development and knowledge is the basis of this process. These conclusions have practical applications for teacher training.
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Stofberg, Elmarie. "The influence a reading intervention programme for grade 8 learners in their first language (Afrikaans) has on their first and second language (English) reading skills." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18016.

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Thesis (MPhil )--Stellenbosch University, 2011.
ENGLISH ABSTRACT: An increasing number of studies indicate that South African learners' literacy levels are deplorably low. According to one international study, the Progress in International Literacy Study (PIRLS), conducted in 2006, South African grade 4 learners' literacy levels are the lowest of the 40 countries that participated in the study. The results of the first Annual National Assessment (ANA), conducted in 2011, show that the average literacy performance of grade 3 learners in South Africa lies at 35%. Even though numerous reasons can be presented for these low literacy levels - amongst others, large classes, insufficient teacher training, insufficient educational practices (especially the fact that so little time is spent on reading instruction), and a lack of teaching material - the blame is often cast on the insufficient language proficiency of South African learners. South African learners often receive education in a language which is not their first language. A large number of learners only receive education in their first language for the first three years of their school career and thereafter English usually becomes the language of learning and teaching. It is, however, not only those learners who receive education in their second language who have low literacy skills. Learners who receive education in their first language also encounter problems. The aim of this study was to determine whether a reading intervention programme, designed on the basis of the most recent research on reading, could improve the reading comprehension skills of grade 8 learners in their first language Afrikaans and whether these skills could be transferred to their second language English. The study showed that there was a significant improvement in the participating learners' reading comprehension skills in their first language Afrikaans, as well as in their second language English, even though the reading intervention was only offered in Afrikaans. According to the results of this study, it seems that reading comprehension skills which are acquired in the first language can indeed be transferred to a second language. The implications of these findings for first and second language literacy development are discussed in the final chapter of the thesis.
AFRIKAANSE OPSOMMING: 'n Toenemende aantal studies dui daarop dat Suid-Afrikaanse leerders se geletterdheidsvlakke kommerwekkend laag is. Volgens een internasionale studie, die Progress in International Literacy Study (PIRLS), wat in 2006 gedoen is, is Suid-Afrikaanse graad 4-leerders se geletterdheidsvlakke die laagste van die 40 lande wat deelgeneem het. Die resultate van die eerste Annual National Assessment (ANA) wat in 2011 gedoen is, wys dat graad 3-leerders in Suid-Afrika se gemiddelde prestasie vir geletterdheid slegs 35% is. Hoewel talle redes vir hierdie lae geletterdheidsvlakke aangebied kan word - waaronder groot klasse, onvoldoende onderwyseropleiding, onvoldoende onderrigpraktyke (veral dat daar te min tyd aan leesonderrig bestee word) en 'n gebrek aan onderrigmateriaal - word die blaam dikwels geplaas op die onvoldoende taalvaardighede van Suid-Afrikaanse leerders. Suid-Afrikaanse leerders gaan dikwels skool in 'n taal wat nie hul eerste taal is nie. Talle leerders ontvang slegs vir die eerste drie jaar van hul skoolloopbaan onderrig in hul eerste taal en daarna word Engels gewoonlik die taal van leer en onderrig. Dit is egter nie net die leerders wat in hul tweede taal onderrig ontvang, wat lae geletterdheidsvlakke het nie. Leerders wat in hul eerste taal onderrig ontvang, ondervind ook probleme. Die doel van hierdie studie was om vas te stel of 'n leesintervensieprogram, wat geskoei is op die nuutste navorsing oor lees, die leesbegripsvaardighede van graad 8-leerders in hul eerste taal Afrikaans kan verbeter en of hierdie vaardighede oorgedra kan word op hul tweede taal Engels. Die studie het aangedui dat daar 'n beduidende verbetering in die leerders se leesbegripsvaardighede in hul eerste taal Afrikaans sowel as hul tweede taal Engels was, alhoewel die leesintervensie slegs in Afrikaans aangebied is. Volgens die resultate van die studie wil dit voorkom asof leesbegripsvaardighede wat in die eerste taal verwerf word, oorgedra kan word na 'n tweede taal. Die implikasies van hierdie bevindinge vir die ontwikkeling van geletterdheid in 'n eerste en tweede taal, word in die finale hoofstuk van die tesis bespreek.
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Commerford, Ann. "The study of a long term sign language intervention programme for hearing caregivers of deaf children : the challenges and successes of community-based rehabilitation and evaluation." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/8580.

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Bibliography: leaves 166-181.
The present study aimed to develop, implement and evaluate a long-term sign language intervention programme for the hearing caregivers of deaf children living within a socio-economically disadvantaged community. The programme was implemented by a deaf signing adult from the same community as the caregivers, and was undertaken within the naturalised contexts at a community-based level. It involved the instruction of more complex aspects of sign language, using storybooks, storytelling and natural conversation. information and knowledge regarding Deaf Culture and the Deaf community was also imparted to the caregivers. The evaluation of the programme involved the examination of the caregivers’ signed-communication development, using a Communication Signing Profile during multiple signed communication tasks. Furthermore, focus group interviews were undertaken to evaluate the caregivers’ perceptions and attitudes toward the programme, deafness and sign language, as well as to document the challenges and barriers involved in implementing intervention programmes. Findings that emerged indicate that although the expected improvement in the caregiver‘s signed communication was not observed, the programme was considered beneficial to the caregivers in providing easily accessible community-based rehabilitation, exposure to more complex aspects of sign language, contact with a deaf signing adult as well as providing a social support network amongst the caregivers. The programme sought to overcome and account for the challenges involved in implementing intervention and undertaking research within the community, by making the programme culturally and linguistically appropriate. However, poverty emerged as being highly influential in programme implementation and evaluation. Hence, there is a need for a greater insight into the larger complexities of the socio-economic status of a disadvantaged community, in implementing community-based rehabilitation. These findings are discussed in the light of previous research, as well as future research and clinical implications for the development of long-term intervention’ sign language programmes.
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Karolia, Bibi Ayesha. "The impact of a peer-mentoring programme on English reading proficiency of second language grade 9 learners." Thesis, 2009. http://hdl.handle.net/10539/5934.

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Since South Africa’s democratic government was elected to power in 1994, much attention has been given to restructuring the country’s education system. Peer-mentoring is one approach to meet current challenges in education given high teacher:learner ratios, greater diversity in student population and majority of learners being taught in English, their second and even third language. This research examined the impact of a peermentoring reading intervention with second language Grade 9 learners. The study utilized a sample of Grade 9 learners (N = 173) from a school in Gauteng. Biographical information was obtained and these learners were pre-tested in Grade 8 and post-tested in Grade 9 2007, using the Stanford Diagnostic Reading Test (SDRT). The entire Grade 9 group received the reading intervention for three months and their results were compared to a comparison group from the previous year who received no intervention. Results of learners’ vocabulary, comprehension and academic achievement scores were compared. Although both the comparison and the experimental groups showed an improvement on their vocabulary and comprehension scores, the experimental group’s gains were significantly higher. Of the Grade 9 experimental group, 30 learners (mentees) received individual paired reading mentoring and their scores were examined to determine the extent of improvement. The mentees group showed similar significant gains in their vocabulary and comprehension scores, and showed an overall improvement in their academic marks. Challenges faced, limitations and recommendations for future study are discussed.
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Books on the topic "Situational Language Intervention Programme"

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor third stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor third stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor second stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor third stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor third stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor third stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor second stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor first stage. Windsor: NFER-Nelson, 1991.

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Locke, Ann. Teaching talking: A screening and intervention programme for children with speech and language difficulties : record formsfor second stage. Windsor: NFER-Nelson, 1991.

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Book chapters on the topic "Situational Language Intervention Programme"

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Higgins, Melissa Christine. "English Language Learners and the Response to Intervention Model." In Advances in Early Childhood and K-12 Education, 198–222. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8516-1.ch009.

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English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.
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Ansari, Munnazza Afreen. "An Interactive Effect of English Intervention Programme and Medium of Instruction at School of Prospective Teachers on Their Attitude towards English." In Modern Perspectives in Language, Literature and Education Vol. 4, 1–8. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v4/8138d.

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Alexander, Paul R., and Patricia M. Dooey. "English Language Interventions that Improve International Business Student Group-Work Performance." In Intercultural Responsiveness in the Second Language Learning Classroom, 202–21. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch012.

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English-taught business degrees now represent an important part of the global education market. These attract students from all parts of the world, many whose first language is not English. Universities hosting these courses have developed language support mechanisms and programmes which have proven effective in supporting language needs in the academic context. However, these have not generally included specialised attention to group-work where the demands for communicating in English may be significantly more challenging than in a classroom environment. In this chapter, the authors consider the growth of English language support mechanisms in general, and outline a study that quantifies the impact of English in group work performance. They also detail the design of a short intervention programme focused on group-work that can improve the skills learned by students with English as a second language, and increase their performance significantly. They use this study to suggest mechanisms, and to propose improvements to English support programmes.
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Hall, David M. B., and David Elliman. "Promoting child development." In Health for all Children, 53–76. Oxford University Press, 2006. http://dx.doi.org/10.1093/med/9780198570844.003.0003.

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Chapter 3 emphasizes the central role of parents in promoting child development, defines helpful parenting, describes the Sure Start programme, sets out the growing evidence that education for parenthood is effective, considers the primary prevention of behavioural and psychological disorders, reviews the relationship between depression, social isolation, and child development, stresses the importance of post-natal depression and mental illness associated with pregnancy and the post-natal period, describes how language acquisition and literacy skills could be encouraged, examines child protection and the prevention of child abuse, reviews the overall effectiveness of primary prevention and intervention programmes, and presents a concept of ‘school readiness’ in terms of an ‘outcome measure for community intervention programmes.
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Yan, Lu. "Service-Oriented Architectures for Context-Aware Information Retrieval and Access." In Ubiquitous and Pervasive Computing, 1549–60. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-960-1.ch096.

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Humans are quite successful at conveying ideas to each other and retrieving information from interactions appropriately. This is due to many factors: the richness of the language they share, the common understanding of how the world works, and an implicit understanding of everyday situations (Dey & Abowd, 1999). When humans talk with humans, they are able to use implicit situational information (i.e., context) to enhance the information exchange process. Context (Cool & Spink, 2002) plays a vital part in adaptive and personalized information retrieval and access. Unfortunately, computer communications lacks this ability to provide auxiliary context in addition to the substantial content of information. As computers are becoming more and more ubiquitous and mobile, there is a need and possibility to provide information “personalized, any time, and anywhere” (ITU, 2006). In these scenarios, large amounts of information circulate in order to create smart and proactive environments that will significantly enhance both the work and leisure experiences of people. Context-awareness plays an important role to enable personalized information retrieval and access according to the current situation with minimal human intervention. Although context-aware information retrieval systems have been researched for a decade (Korkea-aho, 2000), the rise of mobile and ubiquitous computing put new challenges to issue, and therefore we are motivated to come up with new solutions to achieve non-intrusive, personalized information access on the mobile service platforms and heterogeneous wireless environments.
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Conference papers on the topic "Situational Language Intervention Programme"

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van Staden, Annalene. "DEVELOPING A SHORT-TERM MEMORY INTERVENTION PROGRAMME FOR SECOND-LANGUAGE LEARNERS: CAN IT ENHANCE WORD READING AND SPELLING ABILITIES?" In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2275.

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Sokas, Algirdas. "Software agent system controls comfort settings in the house." In The 13th International Conference on Engineering and Computer Graphics BALTGRAF-13. Vilnius Gediminas Technical University, 2015. http://dx.doi.org/10.3846/baltgraf.2015.008.

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A building can be called intelligent when it has the means for automatic control of all systems for life activities. Intelligent environments are able to support ever-changing environmental needs by automatically and dynamically adjusting their key parameters without explicit human intervention. An intelligent building can be defined as one that is able to acquire and apply knowledge about its inhabitants and their surroundings in order to adapt to the inhabitants and meet the goals of comfort and efficiency. Agents are software programs designed to act autonomously and adaptively to achieve goals defined by their human developers. These systems make use of a knowledge base and algorithms to carry out their responsibilities. This article analyses software agent system in the building environment. How does the agent control temperature and humidity in the house, how does it make decisions? The creation tasks of software agent system are solved with the help of Agent Unified Modelling Language. The collaboration diagram describes a particular situation and is useful to present objective range analysis results. Temperature and humidity measurement and access control appliances can interact with each other with defined functions. Fuzzy controller ensures the comfort situation in the room. Fuzzy logic rules in line with the method of choice are very important during system design. Study the conventional fuzzy control, which is also known as the creator of the first Mamdani fuzzy system. Logical description of the decision engine IF - THEN a rule set of fuzzy expert system to provide connections between the fuzzy variables in order to obtain the changes that occur in the input sensor. The computer program of fuzzy system is analysed. Obtained results are discussed and conclusions are made.
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Narayanan, Nandini, and Rajani M. Konantambigi. "Session 3: Learning / Teaching Methodologies and Assessment: Addressing Language Learning Problems and Learning Disabilities in a Classroom: Evaluating a Large-group Intervention Programme." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0014.

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