Teaching At-Risk Toddlers New Vocabulary Using Interactive Digital Storybooks.
Purpose: The purpose of this study was to examine the effects of extending interactive shared book reading strategies to digital interactive books. Specifically, children’s comprehension and production of new vocabulary words was explored by incorporating evidence-based teaching strategies in e-book...
| Publicado en: | Contemporary Issues in Communication Science & Disorders Vol. 41; pp. 155 - 169 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
National Student Speech Language Hearing Association
Fall2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103866539&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103866539 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10925171 1VOM jtl: Contemporary Issues in Communication Science & Disorders issn: 10925171 maglogo: N pubinfo: dt: Fall2014 vid: 41 pid: 27617 pub: National Student Speech Language Hearing Association place: Rockville, Maryland artinfo: ui: 103866539 103866539 2012834178 103866539 ppf: 155 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Teaching At-Risk Toddlers New Vocabulary Using Interactive Digital Storybooks. aug: au: Butler, Claire Brown, Jennifer A. Woods, Juliann J. affil: Florida State University, Tallahassee sug: subj: Vocabulary Storytelling Electronic Books Language Development Teaching Methods Human Project Head Start Child, Preschool Academic Achievement Scales Male Female Pretest-Posttest Design Descriptive Statistics Child, Preschool: 2-5 years Male Female ab: Purpose: The purpose of this study was to examine the effects of extending interactive shared book reading strategies to digital interactive books. Specifically, children’s comprehension and production of new vocabulary words was explored by incorporating evidence-based teaching strategies in e-book reading sessions. Method: A single-case repeated-acquisition design across 3 e-books with replication across 5 participants was used to evaluate the effects of the vocabulary intervention. The participants included 5 children between 25 and 36 months of age who attended an Early Head Start program. The interventionist used a combination of interactive shared book reading strategies and digital interactive features within e-book reading sessions. Each e-book was shared 3 times before progressing to the next e-book. Results: All 5 children demonstrated increases in their receptive knowledge of targeted words, and 4 out of 5 children increased their expressive use of targeted words. For all of the children, the gains were higher in receptive acquisition than expressive acquisition. Targeted words with and without digital interactivity were learned at a similar rate. Conclusion: Results support the use of interactive shared book reading strategies with toddlers and show promise for incorporating technology into vocabulary interventions for young children. Clinical and research implications of using e-books to support vocabulary development for toddlers who are at risk for language and academic delays are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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