Enhancing linguistic performance: parents and teachers and book reading partners for children with language delays
By: Crain-Thoreson, Catherine.
Contributor(s): Dale, Philip S.
Series: Topics in Early Childhood Special Education 19 (1) 1999: 28-39. 1999Content type: text Media type: unmediated Carrier type: volume Subject(s): CHILDREN
| DEVELOPMENTAL DELAY | LANGUAGE DELAY | PARENTS | READING | TEACHERSSummary: (a) Parent instruction with one-on-one shared book reading practice.Summary: (b) Staff instruction with one-on-one shared book reading practice.Summary: (c) Staff instruction without one-on-one shared book reading practice (control group)Summary: Children were given standardised tests of vocabularly and were videotaped during the shared book reading before and after the 8 week intervention period. Parents and staff showed changes in their shared book reading style consistent with the instruction they had received. After adult instruction in Dialogic Reading, children in all three groups spoke more, made longer utterances, produced more different words, and participated more in shared book reading. The magnitude of change in the childrens linguistic performance from pre-to prottest was positively correlated with the magnitude of change in adult behaviour. There were no satistically significant changes in childrens vocabularly test scores. We interpret these findings as consistent with a Vygotskian model in which childrens linguistic performance can be enhanced by a supportive social context. [AJ]Summary: In this study we instructed parents and early childhood special education staff in Dialogic Reading, an interactive language facilitation technique. We compared the effects of this instruction on adult and child language during shared book reading and on childrens vocabulary growth in three different treatment conditions. Thirty two children with language delays were randomly assigned to one of three groups
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(a) Parent instruction with one-on-one shared book reading practice.
(b) Staff instruction with one-on-one shared book reading practice.
(c) Staff instruction without one-on-one shared book reading practice (control group)
Children were given standardised tests of vocabularly and were videotaped during the shared book reading before and after the 8 week intervention period. Parents and staff showed changes in their shared book reading style consistent with the instruction they had received. After adult instruction in Dialogic Reading, children in all three groups spoke more, made longer utterances, produced more different words, and participated more in shared book reading. The magnitude of change in the childrens linguistic performance from pre-to prottest was positively correlated with the magnitude of change in adult behaviour. There were no satistically significant changes in childrens vocabularly test scores. We interpret these findings as consistent with a Vygotskian model in which childrens linguistic performance can be enhanced by a supportive social context. [AJ]
In this study we instructed parents and early childhood special education staff in Dialogic Reading, an interactive language facilitation technique. We compared the effects of this instruction on adult and child language during shared book reading and on childrens vocabulary growth in three different treatment conditions. Thirty two children with language delays were randomly assigned to one of three groups
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