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The Effects of Instructional Discourse on Oral Language and Reading Comprehension of Children with Learning Disabilities
The purpose of this study was to investigate the effects of instructional discourse on oral language and reading comprehension of 13 fourth-grade elementary students with learning disabilities through Quasi-experimental design. The results of this study were summarized as follows: 1. The effects of oral language and reading comprehension 1) oral language Subjects’ abilities of oral language including listening comprehension and oral expressing were increased and their performances on the task of total words written (TW), type token ratio (TTR), conjunction, and maze after instruction. Under the condition of “after listening a story (ALS)”, subjects’ ability on the story introduction of story grammar was maintained at the 3-week follow-up. 2) reading comprehension Subjects’ ability of reading comprehension including fluency and correctness of reading were increased after instruction. Under the condition of “after reading a story (ARS)”, subjects’ performances on re-ordering story and story grammar were maintained at the 3-week follow-up. 2. The relationship of oral language and reading comprehension 1) between oral language and reading comprehension a. Under the condition of ALS, subjects’ performances on story comprehension were correlated with reading fluency under the condition of ARS. b. Subjects’ performances on TTR were correlated with the speed of re-ordering story under the condition of ALS. c. Subjects’ performances on TTR and maze were correlated with those on the speed of re-ordering story under the condition of ALS. 2) oral language a. Subjects’ performances on TW were correlated with those on TTR. b. Under the condition of ARD, subjects’ performances on TW and TTR were correlated with those on conjunctions. c. Under the condition of ALS, Subjects’ performances on TW were correlated with those on TTR, and subjects’ performances on TTR were correlated with those on conjunction. 3) reading comprehension Subjects’ performances on text comprehension were correlated with those on story comprehension under the condition ALS. 4) between sub-level of oral language and reading comprehension Under the condition of ARD and ALS，Subjects’ performances on TW, TTR, conjunction and maze were no correlated with those on re-ordering story and story grammar. 3. The results of this study show that discussing and retelling-story can enhance the abilities of oral language and reading comprehension of children with learning disabilities. According the aforementioned findings, the limitation of this study, and the recommendations to research and practical implementations were made.
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