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Title: | The Effectiveness of Using Colourful Semantics as a Whole-class Approach with Sri Lankan Tamil-speaking Children with Language-learning Difficulties |
Authors: | Hettiarachchi, S. |
Issue Date: | 2012 |
Publisher: | University of Kelaniya |
Citation: | Hettiarachchi, Shyamani, 2012. The Effectiveness of Using Colourful Semantics as a Whole-class Approach with Sri Lankan Tamil-speaking Children with Language-learning Difficulties, Proceedings of the Annual Research Symposium 2012, Faculty of Graduate Studies, University of Kelaniya, pp 75. |
Abstract: | Background: The Colourful Semantics approach (Bryan, 1997) has been used effectively to support vocabulary and syntactic development with children experiencing language-learning difficulties (Bennington, 2011; Bryan, 2008; Ebbels and van der Lely, 2001; Morrissey, 2010; Wade, 2009). Using a colour-coding system and thematic roles, it helps children learn to use and respond to key ‘wh’ questions. Objectives:The aim of this study was to evaluate the effectiveness of using the Colourful Semantics approach to develop target vocabulary knowledge and the use of Subject- Object-Verb (SOV) structures in Sri Lankan-Tamil speaking children experiencing language-learning difficulties. Methodology:Thirty Sri Lankan-Tamil speaking children identified with language-learning difficulties attending a community centre in a deprived area were included in the study. The Colourful Semantics approach was introduced as a whole-class approach via the teacher and incorporated into daily literacy activities for 6 weeks. Pre- and post-intervention measures were undertaken on five receptive and expressive language and literacy measures of vocabulary and syntax. Outcomes & Results: There were positive changes in all the vocabulary and syntactic measures undertaken at an individual and group level. Conclusions: The Colourful Semantics approach can be used successfully as a whole-class intervention approach, facilitated by the teacher under the supervision of a speech and language therapist. The study supports the use of collaborative practice between speech and language therapists and teachers, particularly in deprived and under-resourced areas. |
URI: | http://repository.kln.ac.lk/handle/123456789/8394 |
Appears in Collections: | ARS - 2012 |
Files in This Item:
File | Description | Size | Format | |
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Hettiarachchi, Shyamani.pdf | 125.93 kB | Adobe PDF | View/Open |
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