The impact of speech -language pathologist service delivery models for concept imagery formation instruction on second grade students' language achievement outcomes
Date of Award
Doctor of Education (Ded)
Dr. Kay A. Keiser
Dr. John W. Hill
Dr. Neal F. Grandgenett
Dr. Larry L. Dlugosh
Implementing effective strategies to meet the learning needs of an increasingly diverse student population, while balancing the demands of increasing caseloads, has become a challenge for Speech-Language Pathologists. The Visualizing & Verbalizing Program was implemented in this study as a way to incorporate concept imaging techniques. During the 2007-2008 school year, second grade students participated: 18 in the coteaching service delivery model, and 16 in the consultative. Classroom teachers and the Speech-Language Pathologists were trained and collaborated in the intervention and the service delivery models. Student achievement was measured with the Listening Comprehension Test-2 and the Twelve Structure Word Visualizing and Verbalizing Instruction checklist, and was analyzed using two-way analyses of variance for time (pretest-posttest) and delivery model. Overall findings indicate that the Visualizing and Verbalizing Program was effective in increasing students' concept imaging and listening comprehension, and the type of service delivery utilized did not affect growth of language achievement. With strong intervention techniques and effective collaborative service delivery models put into place, students reap the rewards.
Allen, Jennifer L., "The impact of speech -language pathologist service delivery models for concept imagery formation instruction on second grade students' language achievement outcomes" (2008). Student Work. 3450.
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education.