The effectiveness of role-play as a therapy approach targeting pragmatic skills in learners with language learning disability.

Abstract

Role based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children. However, there is limited research and practice within the field of speech-language pathology. The aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with language learning disability (LLD). Children with LLD typically present with difficulties in social communication, which can negatively impact their social and academic achievement. The use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pre-test post-test design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data was analysed using descriptive statistics and was supplemented by qualitative data from session records. Results revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations and implications of the study were identified, and recommendations for the implementation of role-play as a therapy approach were made. Keywords: Role-play, stylistic variation, requesting for clarification, language learning disability