A Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus Modeling

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children Pub Date : 2020-04-01 DOI:10.1097/IYC.0000000000000162

C. Coogle, Allison Parsons, Leslie La Croix, Jennifer R. Ottley

引用次数: 4

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.

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对话阅读、建模与对话阅读+建模的比较

采用交替治疗的单例设计，研究了对话阅读、建模和对话阅读加建模对2名学龄前自闭症谱系障碍儿童表达性词汇识别的影响。他们的学前班老师在教室的日常生活中实施了每一个条件。每个条件都证明了有效性;然而，对话阅读条件对儿童对目标词汇的标记都有最显著的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Infants & Young Children Multiple-

CiteScore

1.90

自引率

9.10%

发文量

期刊介绍： Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.