I Want to Say so I Can Play: An Examination of a Pragmatic Language Intervention for Children with Specific Speech and Language Disorder
Keywords:
Language, Pragmatics, SSLD, Direct Instruction, InterventionAbstract
This article reports findings from a small scale study in an urban DEIS (Delivering Equality of Opportunity in Schools) Band 1 Infant school. A collaborative mixed-methods action research study was chosen to investigate the effectiveness of an intervention to develop pragmatic language skills for children with Specific Speech and Language Disorder (SSLD). Structured interviews were conducted with the class teacher to complement the reflections of the special education teacher-researcher. Criterion-referenced pragmatic language checklists and a variety of observational tools were used to monitor the language of the focus group and in particular, their pragmatic language skills, during play. Findings from this study yielded improvements in children’s use of targeted language skills and engagement in play sessions.
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