Implementing Dialogic Reading Intervention through Community-Based Participatory Research: A Tutorial

Autor/inn/en	Holt, Yolanda; Asagbra, Elijah
Titel	Implementing Dialogic Reading Intervention through Community-Based Participatory Research: A Tutorial
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 1, S.4-15 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holt, Yolanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Reading Instruction; Intervention; Participatory Research; African Americans; Males; Young Children; Community Involvement; Fidelity; Training; Instructional Effectiveness; Language Skills; Literacy; Vocabulary; Sentence Structure; Phonological Awareness; Syntax; Expressive Language; Receptive Language; Standardized Tests; Scores; Religious Schools; Preschool Education; Kindergarten; North Carolina; Mean Length of Utterance; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Leseunterricht; Forschungstätigkeit; Afroamerikaner; Male; Männliches Geschlecht; Frühe Kindheit; Ausbildung; Unterrichtserfolg; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatz; Satzbau; Satzstruktur; Rezeptive Kommunikationsfähigkeit; Standadised tests; Standardisierter Test; Pre-school education; Vorschulerziehung
Abstract	Purpose: This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method: The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training was assessed. Pre- and posttests of child language were completed after the 12 weeks of dialogic reading intervention. Results: The CBPR team learned the dialogic reading protocol from the video trainings and provided the lessons with fidelity. Children's postintervention scores of sound-matching and nonword repetition increased significantly. Postintervention changes in lexical diversity and productive syntax were age graded, such that younger children's scores increased over time whereas older children's scores decreased. Conclusions: CBPR is a viable method for speech-language pathologists seeking to develop language and literacy lessons for low resource communities. Self-paced videos can effectively train interventionists to provide dialogic reading lessons with fidelity. Young children's sound-matching and nonword repetition skills can improve significantly with 12 weeks of dialogic reading lessons. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01