Increasing print awareness in preschoolers with language impairment using non-evocative print referencing.
Purpose: This study examined the extent to which using non-evocative, explicit referencing of print concepts during shared storybook reading in the context of language therapy facilitated print concept knowledge in children with language impairment. Method: Five children, ages 4 to 5 years, were pro...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 38; no. 1; pp. 16 - 31 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jan2007
|
| 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=106281287&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106281287 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jan2007 vid: 38 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 106281287 106281287 2009489214 10.1044/0161-1461(2007/003) NLM17218533 106281287 ppf: 16 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Increasing print awareness in preschoolers with language impairment using non-evocative print referencing. aug: au: Lovelace S Stewart SR affil: University of Kentucky, Lexington sug: subj: Language Disorders In Infancy and Childhood Literacy Reading Case Studies Child, Preschool Descriptive Statistics Female Funding Source Language Tests Learning Male Reliability Scales Human Child, Preschool: 2-5 years Female Male ab: Purpose: This study examined the extent to which using non-evocative, explicit referencing of print concepts during shared storybook reading in the context of language therapy facilitated print concept knowledge in children with language impairment. Method: Five children, ages 4 to 5 years, were provided scripted input on 20 print concepts during shared storybook reading that was incorporated into individualized 30-min language intervention sessions that were conducted in the children's classroom twice weekly. The children were not required to make any response to the input on print concepts, and the input was secondary to instruction in the language targets during the 10-min shared storybook reading activity. Results: Using a single-subject, multiple probe design across subjects, results indicated that children's knowledge of print concepts improved markedly when the procedure was incorporated into shared storybook reading and that they continued to learn and maintain knowledge of print concepts with repeated input. Clinical Implications: These findings suggest that children with language impairment may benefit from simple non-evocative, explicit referencing strategies that can be easily incorporated into the context of storybook reading during language therapy, thus providing speech-language pathologists with an additional tool for facilitating children's literacy skills. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|