Direct instruction and storytelling in the language acquisition of children with mental handicap
The present study examined the effectiveness of Direct Instruct ion and Storytelling approaches on language acquisition of the moderately mentally handicapped children in Hong Kong. The difference in language performance of the children using the two different approaches was also investigated. The research was conducted in a special school for the moderately mentally handicapped children. 10 Primary five pupils were recruited for the study. The raw scores of the Revan Progress Matrices test were rank-ordered. The pupils were divided into two groups. Both two groups were experimental groups. Criterion-referenced language tests were administered to all the subjects as pre- and post-tests. Training comprised 4 phases. Each phase, ten minutes training was provided 3 times a week over a period of 2 weeks in object labelling and object-function comprehension. The findings confirmed the hypothesies.
School:The University of Hong Kong
School Location:China - Hong Kong SAR
Source Type:Master's Thesis
Keywords:children with mental disabilities education china hong kong language and languages study teaching primary hongkong
Date of Publication:01/01/1990