Reciprocal scaffolding treatment: A person with aphasia as clinical teacher

Outcomes & Results: The individual with aphasia made positive changes in word fluency, Correct Information Units and Type-Token Ratio.

Conclusions: These findings, while preliminary in nature, show how the authentic use of language in structured reciprocal interactions such as teaching may improve language. A reciprocal teaching environment carries with it the expectation that at least one participant have an intent to participate as an expert in order to convey information to novices. We speculate that the combination of reciprocal interaction and the intent to convey information, in this case in a unique manner, support improved language skills.

from Aphasiology

About Callier Library

Housed at the internationally renowned Callier Center for Communication Disorders, Callier Library a branch facility of the McDermott Library at The University of Texas at Dallas.

Posted on December 5, 2008, in Research and tagged , , . Bookmark the permalink. Leave a comment.

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