Explicit vs Implicit Grammar Instruction

Summary

This video discusses a study comparing implicit and explicit grammar instruction for children with developmental language disorder (DLD). The study found that explicit instruction, where children are directly taught grammar rules, led to significantly better outcomes than implicit instruction, which relies on passive exposure and recasts. The results showed that explicit instruction not only improved children's proficiency in grammatical morphemes but also helped them generalize the skills to new situations. The video emphasizes the effectiveness of explicit instruction in grammar interventions, particularly for young children with DLD.

Takeaways

• 😀 The study compares two types of grammar instruction: implicit and explicit instruction.
• 😀 Implicit instruction involves passive exposure through modeling and recasts without requiring active participation from the child.
• 😀 Explicit instruction actively teaches grammatical rules, engaging the child's metacognitive and metalinguistic abilities.
• 😀 The study focused on children with developmental language disorder, ages 5-8, in early elementary school.
• 😀 The study used three novel grammatical targets that were worked on during five therapy sessions.
• 😀 In the implicit instruction group, only 3 out of 12 children met the 80% accuracy criteria.
• 😀 In the explicit instruction group, 10 out of 13 children reached the 80% proficiency level.
• 😀 Explicit instruction led to significantly better performance on therapy probes compared to implicit instruction.
• 😀 The implicit group showed only 8% correct answers on generalization probes, while the explicit group showed 70%.
• 😀 Explicit instruction not only improved targeted skills but also helped in generalizing those skills to new situations.
• 😀 The study suggests that explicit instruction is more effective for teaching grammatical features, especially in children with developmental language disorders.

Q & A

What is the main focus of the study discussed in the transcript?

The study focuses on comparing the effectiveness of implicit versus explicit instruction for teaching grammatical morphemes to children with developmental language disorders.

How does implicit instruction work in teaching grammar?

Implicit instruction involves providing natural exposure to grammatical targets without direct demands or instructions. This includes modeling correct grammar or offering recasts (correcting the child's mistakes indirectly).

What is the role of explicit instruction in grammar teaching?

Explicit instruction involves directly teaching children the rules of grammar, engaging their metacognitive and metalinguistic skills. For example, children are explicitly told how and when to use grammar rules like adding '-ed' for past tense.

What age group did the study focus on?

The study focused on young elementary school children, specifically those between the ages of 5 and 8.

What condition did the children in the study have?

The children in the study had developmental language disorder, and they were receiving speech and language therapy to address their language goals.

What were the two groups in the study and how were they treated differently?

The study had two groups: one group received only implicit instruction, while the second group received explicit instruction, sometimes combined with implicit instruction.

How many sessions did the children participate in, and how long was the treatment period?

The children participated in five therapy sessions over a relatively short treatment period.

What were the results of the therapy probes for both groups?

In the implicit group, only 3 out of 12 children met the 80% proficiency criterion. In the explicit group, 10 out of 13 children reached the same proficiency level, showing a significant difference in effectiveness.

How did the groups perform on the generalization probes (skills not directly targeted in therapy)?

The implicit group had only 8% accuracy on the generalization probes, while the explicit group had about 70% accuracy, showing better retention and application of the skills learned.

What is the key takeaway from the study's findings?

The study suggests that explicit instruction is more effective than implicit instruction for teaching grammatical features to young children with developmental language disorders, leading to better skill acquisition and generalization.