Abstract
Compared with ordinary children, children with specific language impairment (SLI) have delayed language development, poor reading comprehension, and greater difficulties in learning. This study tested 5 SLI children at a primary school in northern Jiangsu Province in China in the last two years. This study aimed to develop and implement an instructional design model for SLI English learners using picture books. The instructional model was developed through three stages. In the first stage, a literature review of the progress, challenges, and prospects of the Intervention of picture books on SLI children was conducted, and the results were integrated into the design of the instructional model. In the second stage, the results of the first stage, the instructional model, were evaluated and revised by expert review and interview. At the last stage, after the results of the previous stages were integrated, the final instructional model using picture books for SLI children’s instructional design practice was developed. Using picture books, the instructional design model emphasizes SLI children's language learning motivation and understanding activities and systematically integrated experience-learn-apply-reflect-revise activities and language expression and interaction activities through all stages.
Author Information
Li Jing, Jiangsu Normal University, China
Cheng Hsu, Jiangsu Normal University, China
Paper Information
Conference: ACE2023
Stream: Education & Difference: Gifted Education
This paper is part of the ACE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Jing L., & Hsu C. (2024) Construction of Instructional Design Model Using Picture Books on Children With Specific Language Impairment ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.142
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.142
Comments
Powered by WP LinkPress