The effectiveness of Total Physical Response Storytelling for language learning with special education students

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.

Name thesis:degree_name

M.A. Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2012

Author dc:creator

• Holleny, Laura

Contributors dc:contributor

• Kuder, S Jay

• Language and languages--Study and teaching; Learning disabled teenagers
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/197

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1196