Measuring Preschool Teachers' Language Use During Shared Book Reading With Children With Developmental Disabilities: A Pilot Study.
Purpose: Opportunities to actively engage in literacy instruction should be accessible to all students in the classroom. Shared book reading provides a literacy-based context in which teachers may adapt their communication to allow students with a range of abilities to participate. The current study...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 9; no. 6; pp. 1489 - 1500 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Dec2024
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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=181519740&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181519740 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Dec2024 vid: 9 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 181519740 181519740 181519740 10.1044/2024_PERSP-23-00270 181519740 ppf: 1489 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Measuring Preschool Teachers' Language Use During Shared Book Reading With Children With Developmental Disabilities: A Pilot Study. aug: au: Cornett, Sara C. Barton-Hulsey, Andrea Burnett, Tyler affil: Department of Speech-Language-Hearing Sciences, Loyola University Maryland, Baltimore sug: subj: Children with Disabilities Reading Teachers Psychosocial Factors Communication Evaluation Language Evaluation Learning Environment Phonetics Human Florida Florida Funding Source Pilot Studies Descriptive Statistics Videorecording Surveys Questionnaires Data Analysis Software Summated Rating Scaling Technology ab: Purpose: Opportunities to actively engage in literacy instruction should be accessible to all students in the classroom. Shared book reading provides a literacy-based context in which teachers may adapt their communication to allow students with a range of abilities to participate. The current study examines teacher communication during shared book-reading activities to understand what specific strategies teachers are using when children with developmental disabilities are included. Method: A shared reading activity was video-recorded in one classroom with and one classroom without students with developmental disabilities. Quantity of teacher communication was measured using the Systematic Analysis of Language Transcripts (SALT) tool, while communication functions were measured by adapting the Systematic Assessment of Book Reading. Survey methods reported teachers' typical classroom literacy instruction. Results: While both teachers used similar amounts of language, the teacher with students with developmental disabilities in her classroom used more literacy-related functions (e.g., referencing letters, phonics, decoding) to discuss print concepts and slightly greater communication to support comprehension of the story. Both teachers reported rarely--if not at all--using technology as an instructional strategy. Conclusions: SALT, an adapted assessment, and survey methods may capture differences in teacher communication during shared reading within heterogeneous classrooms. Understanding more about teacher communication yields important implications for intercollaborative practice to allow support for students with a range of abilities within inclusive literacy-based instruction. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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