The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs
By: Yorke, April M.
Contributor(s): Light, Janice C | Caron, Jessica Gosnell | McNaughton, David B | Drager, Kathryn D. R.
Series: Augmentative and Alternative Communication 34 (4) December 2018: 288-300. 2018Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): ALTERNATIVE COMMUNICATION
| CHILDREN | COMMUNICATION PROBLEMS | COMPLEX NEEDS | VOCABULARY | INTERVENTION | EFFECTIVENESS | AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) | EXPLICIT INSTRUCTIONOnline resources: Read this Article Summary: Evaluates the effect of explicit vocabulary instruction during shared reading experiences on the acquisition of receptive academic vocabulary for children with complex communication needs.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W0010406 |
Total holds: 0
Evaluates the effect of explicit vocabulary instruction during shared reading experiences on the acquisition of receptive academic vocabulary for children with complex communication needs.
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