对话阅读对中度至重度语言表达能力受损学龄前儿童表达词汇的影响

IF 0.8 4区医学 Q4 EDUCATION, SPECIAL

Child Language Teaching & Therapy Pub Date : 2021-05-30 DOI:10.1177/02656590211019449

Wanda R Ramsey, Kristen H Bellom-Rohrbacher, T. Saenz

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引用次数: 4

摘要

本研究旨在探讨对话阅读对中度至重度表达障碍儿童表达词汇技能的影响。先前的研究表明，对话阅读对通常处于发展中的儿童的语言技能和有语言延迟风险的儿童有积极影响。然而，有限的研究表明对话阅读对语言技能中度至重度延迟的儿童的有效性。在这项由参与者设计的单一案例、多基线研究中，参与者接受了为期四周的个人对话阅读干预，旨在提高他们在近迁移词汇表中的表达词汇技能。结果显示，三名参与者都表现出近迁移词汇表中表达性词汇的显著增加。

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The effects of dialogic reading on the expressive vocabulary of pre-school aged children with moderate to severely impaired expressive language skills

The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language delays. However, there is limited research indicating the effectiveness of dialogic reading on children with moderate to severely delayed language skills. The participants in this single-case, multiple baseline across participants designed study received four weeks of individual dialogic reading intervention which was intended to increase their expressive vocabulary skills of a near-transfer vocabulary word list. The results revealed that all three participants demonstrated a significant increase in expressive vocabulary of the near-transfer vocabulary list.

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来源期刊

Child Language Teaching & Therapy Multiple-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Language Teaching and Therapy is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of children"s spoken and written language needs. The journal publishes original research and review articles of high practical relevance and which emphasise inter-disciplinary collaboration. Child Language Teaching and Therapy publishes regular special issues on specific subject areas and commissions keynote reviews of significant topics. The readership of the journal consists of academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics.