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Results showed statistically significant gains in language and vocabulary, with no differential effects by Indigenous versus non-Indigenous heritage. Findings emphasize culturally responsive, explicit early language development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effects-of-a-culturally-responsive-speech-and-language-intervention-for-students-of-indigenous-and-non-indigenous-heritage/597512/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effects-of-a-culturally-responsive-speech-and-language-intervention-for-students-of-indigenous-and-non-indigenous-heritage/597512.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Who participated in the intervention study?","Question",{"text":63,"@type":64},"The study included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the culturally responsive speech and language intervention, while the remaining students participated in the regular kindergarten curriculum.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What were the main outcomes of the intervention?",{"text":68,"@type":64},"The results indicated statistically significant effects on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the study explain disparities in Indigenous students’ educational experiences?",{"text":72,"@type":64},"The text links educational barriers to historical and continuing marginalization of Indigenous culture, discrimination or insensitivity toward non-dominant cultures, and policies such as residential school placement that contributed to suppression of language and cultural traditions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597512,1792166647,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous  \nHeritage  \nKent McIntosh  \nUniversity of British Columbia  \nSusanna Mathews  \nUniversity of British Columbia  \nCarmen Gietz  \nUniversity of British Columbia  \nLeslie D. MacKay  \nUniversity of British Columbia  \nJanet Pelser  \nChilliwack School District  \nInga Mah  \nChilliwack School District  \nJacquie Rowe  \nChilliwack School District  \nCarolyn Vogt  \nChilliwack School District  \nJim Edgcombe  \nChilliwack School District  \nCANADIAN JOURNAL OF EDUCATION 34, 3 (2011): 181-195 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n182 MCINTOSH, MATHEWS, GEITZ, MACKAY, PESLER, MAH, ROWE, VOGT, & EDGCOMBE  \nAbstract  \nThis study explored the effectiveness of a speech and language intervention that was designed tobe culturally responsive and adapted to provide explicit language instruction. Participants included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the intervention, and the remaining students participated in the regular kindergarten curriculum. Results indicated statistically significant effects of the intervention on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage. Results are discussed in terms of culturally responsive and explicit instruction for early language development.  \nKey words: early intervention, language intervention, cultural responsiveness, Aboriginal education  \nRésumé  \nCette étude a examiné l'efficacité d'une intervention orthophonique et linguistique conçue pour être culturellement adaptée et permettre un enseignement explicite des langues. 774 élèves de maternelle d'un district scolaire rural de taille moyenne en Colombie-Britannique ont participé à cette étude. Parmi eux, 77 étudiants, sélectionnés comme étant à risque, ont participé à  \nl'intervention, tandis que les autres étudiants ont participé au programme de maternelle habituel. Les résultats ont montré des effets statistiquement significatifs de l'intervention sur le langage et le vocabulaire. Aucune différence n'a été observée entre les étudiants ayant un patrimoine culturel autochtone ou non autochtone. Ces résultats sont débatus en termes d'enseignement explicite et culturellement adapté pour le développement précoce du langage.  \nMots clés: intervention précoce, intervention linguistique, sensibilisation à la culturel, éducation des Autochtones  \nEffectiveness of a Culturally Relevant Speech and Language Intervention for Students of Indigenous and Non-Indigenous  \nHeritage  \nEducators and the Canadian public agree that success in school is critical for important life outcomes for all students (Environics, 2008) . Yet universal barriers, such as lack of school readiness, absenteeism, and mobility, affect the acquisition of important skills needed to be successful (Canadian Council on Learning, 2009) . Moreover, unique barriers also affect the schooling experience of Indigenous students, which include the lack of awareness of Indigenous approaches to learning and a sense of discrimination or insensitivity toward non-dominant cultures (Aikenhead, 2002) .  \nAlthough standards for education, health, and income for Indigenous children and youth have improved over the past years, a significant discrepancy is still evident when compared to non-Indigenous youth. Statistics in British Columbia for the 2008-09 school year showed that under half of all students of Indigenous heritage (49%) graduated from secondary school on time, as compared to their non-Indigenous peers (74%), a stable trend across previous years. Concerning academic achievement, Indigenous students were less likely to achieve adequate marks on exams required for graduation (BC Ministry of Education, 2010) . In addition, Amanand Ungerleider (2008) noted ","cbCaiexHmOfzJROW","https://ap.wps.com/l/cbCaiexHmOfzJROW","pdf",260988,15,"English","# Abstract\n# Key words\n# Study background and rationale\n# Targets for enhancing success","[{\"question\":\"Who participated in the intervention study?\",\"answer\":\"The study included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the culturally responsive speech and language intervention, while the remaining students participated in the regular kindergarten curriculum.\"},{\"question\":\"What were the main outcomes of the intervention?\",\"answer\":\"The results indicated statistically significant effects on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage.\"},{\"question\":\"How does the study explain disparities in Indigenous students’ educational experiences?\",\"answer\":\"The text links educational barriers to historical and continuing marginalization of Indigenous culture, discrimination or insensitivity toward non-dominant cultures, and policies such as residential school placement that contributed to suppression of language and cultural traditions.\"}]","Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage | PDF",1792085153,38]