A Multimodal Storytelling Intervention for Improving the Reading and Vocabulary Skills of Struggling German-as-a-Second-Language Adolescents with Learning and Behavioral Problems

Autor/inn/en	Barwasser, Anne; Lenz, Bastian; Grünke, Matthias
Titel	A Multimodal Storytelling Intervention for Improving the Reading and Vocabulary Skills of Struggling German-as-a-Second-Language Adolescents with Learning and Behavioral Problems
Quelle	In: Insights into Learning Disabilities, 18 (2021) 1, S.29-51 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Story Telling; Multimedia Instruction; Instructional Effectiveness; Second Language Instruction; Second Language Learning; Vocabulary Development; Sight Vocabulary; Reading Skills; Reading Improvement; Expressive Language; Intervention; Behavior Problems; Learning Disabilities; Students with Disabilities; Secondary School Students; Adolescents; German; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Multimediales Lernen; Unterrichtserfolg; Fremdsprachenunterricht; Zweitsprachenerwerb; Wortschatzarbeit; Reading skill; Lesefertigkeit; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Deutscher; Ausland; Deutschland
Abstract	Students with learning and behavioral problems often face enormous barriers to successful school performance. When the language of instruction is not the students' first language and they are already in secondary school, this is compounded by additional challenges, especially with regard to vocabulary and reading -- subjects that are fundamental to obtaining equal educational opportunities. In addition, difficulties in the language of instruction are often accompanied by declining student motivation. Direct word recognition and vocabulary acquisition are of great importance in language learning contexts. To address these areas, multimodal intervention approaches have proven useful. For this reason, a multimodal storytelling intervention was developed to help this group of students, in particular, to improve significantly in the aforementioned areas. Specifically, a multiple-baseline design across participants (N = 4) was applied to train the sight-word reading and vocabulary of adolescent students with learning and behavioral problems who spoke German as a second language. The training occurred three times a week over a period of five weeks. Results were promising for both variables in a short period of time, suggesting that the storytelling intervention in this form is an appropriate tool for teaching second-language German. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01