{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1196"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1196","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"The effectiveness of Total Physical Response Storytelling for language learning with special education students","abstract":"The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with \"traditional\" language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities. Students varied greatly with the successes of both language learning methods. There were four classes that participated in the study and half of the classes performed better on assessments when taught through TPRS techniques. The other classes achieved higher scores when \"traditional\" language learning methods were utilized. The TPRS technique is still new and further research on the applications of it need to be examined. Implications for teaching students with mild disabilities a foreign language are discussed.","abstract_html":"The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with "traditional" language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities. Students varied greatly with the successes of both language learning methods. There were four classes that participated in the study and half of the classes performed better on assessments when taught through TPRS techniques. The other classes achieved higher scores when "traditional" language learning methods were utilized. The TPRS technique is still new and further research on the applications of it need to be examined. Implications for teaching students with mild disabilities a foreign language are discussed.","abstract_has_math":false,"creators":["Holleny, Laura"],"institution":null,"degree_name":"M.A. Learning Disabilities","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Kuder, S Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-09-10T07:00:00Z","date_published":"2012-09-10T07:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["Language and languages--Study and teaching; Learning disabled teenagers","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/197","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S Jay"]},{"key":"dc:creator","label":"Author","values":["Holleny, Laura"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:47Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language and languages--Study and teaching; Learning disabled teenagers","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/197"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with \"traditional\" language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities. Students varied greatly with the successes of both language learning methods. There were four classes that participated in the study and half of the classes performed better on assessments when taught through TPRS techniques. The other classes achieved higher scores when \"traditional\" language learning methods were utilized. The TPRS technique is still new and further research on the applications of it need to be examined. Implications for teaching students with mild disabilities a foreign language are discussed."]},{"key":"dc:title","label":"Title","values":["The effectiveness of Total Physical Response Storytelling for language learning with special education students"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S Jay"],"dc:creator":["Holleny, Laura"],"dc:date.available":["2020-03-03T19:58:47Z"],"dc:description.abstract":["The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with \"traditional\" language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities. Students varied greatly with the successes of both language learning methods. There were four classes that participated in the study and half of the classes performed better on assessments when taught through TPRS techniques. The other classes achieved higher scores when \"traditional\" language learning methods were utilized. The TPRS technique is still new and further research on the applications of it need to be examined. Implications for teaching students with mild disabilities a foreign language are discussed."],"dc:identifier":["https://rdw.rowan.edu/etd/197"],"dc:subject":["Language and languages--Study and teaching; Learning disabled teenagers","Special Education and Teaching"],"dc:title":["The effectiveness of Total Physical Response Storytelling for language learning with special education students"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Learning Disabilities"]},"updated_at":"2026-07-24T04:13:03Z"}