The Effects of Dialogic Reading on the Expressive Vocabulary of Pre-School Aged Children with Moderate to Severely Impaired Expressive Language Skills

Autor/inn/en	Ramsey, Wanda R.; Bellom-Rohrbacher, Kristen; Saenz, Terry
Titel	The Effects of Dialogic Reading on the Expressive Vocabulary of Pre-School Aged Children with Moderate to Severely Impaired Expressive Language Skills
Quelle	In: Child Language Teaching and Therapy, 37 (2021) 3, S.279-299 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramsey, Wanda R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590211019449
Schlagwörter	Preschool Children; Program Effectiveness; Vocabulary Development; Expressive Language; Reading Strategies; Language Skills; Language Impairments; Picture Books; Developmental Disabilities; Speech Language Pathology; Allied Health Personnel; Rural Areas; African American Students; Males; At Risk Students; Low Income Students; Black Dialects; Kindergarten; Pictorial Stimuli; Intervention; South Carolina; Expressive One Word Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Reading strategy; Leselernstufe; Lesetechnik; Language skill; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Picture book; Bilderbuch; Entwicklungsstörung; Rural area; Ländlicher Raum; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Fantasieanregung
Abstract	The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language delays. However, there is limited research indicating the effectiveness of dialogic reading on children with moderate to severely delayed language skills. The participants in this single-case, multiple baseline across participants designed study received four weeks of individual dialogic reading intervention which was intended to increase their expressive vocabulary skills of a near-transfer vocabulary word list. The results revealed that all three participants demonstrated a significant increase in expressive vocabulary of the near-transfer vocabulary list. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01