Literaturnachweis - Detailanzeige
Autor/inn/en | Coogle, Christan Grygas; Parsons, Allison Ward; La Croix, Leslie; Ottley, Jennifer R. |
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Titel | A Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus Modeling |
Quelle | In: Infants and Young Children, 33 (2020) 2, S.119-131 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0896-3746 |
Schlagwörter | Teaching Methods; Reading Strategies; Expressive Language; Vocabulary Development; Preschool Children; Autism; Pervasive Developmental Disorders; Preschool Education; Program Effectiveness; Language Skills Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Language skill; Sprachkompetenz |
Abstract | The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of the classroom. Each condition demonstrated effectiveness; however, the dialogic reading condition had the most robust effect on both of the children's labeling of target vocabulary words. (As Provided). |
Anmerkungen | Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |