Teaching vocabulary to preschoolers with disabilities using adult-child shared bookreading: a comparison of traditional and electronic books

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Publication Type dissertation
School or College College of Education
Department Special Education
Author Rhodehouse, Sara Bernice
Title Teaching vocabulary to preschoolers with disabilities using adult-child shared bookreading: a comparison of traditional and electronic books
Date 2013-08
Description This study sought to validate adult-child shared storybook reading as a method for teaching target vocabulary words to preschool children with disabilities. The Vocabulary Learning through Books (VLTB) instructional procedure incorporates, adult-child book reading, questioning during reading requiring the child to answer with a target word, and least to most prompting with verbal reinforcement for required answer. Both a traditional book and e-book was used with the VLTB procedure. Five preschool children completed the study. A single subject research Adapted Alternating Treatment Design (AATD) was used for this study. Progress was measured by daily intervention data and weekly expressive and receptive probes. All children were able to learn target words as measured by daily intervention data, which consisted of the child answering a definition question with the target word. However, only 3 of the 5 children were able to meet daily intervention probe criteria. Two met criteria with Intervention Phase I, least to most prompting. Three children were unsuccessful with least to most prompting, and moved to Intervention Phase II, simultaneous prompting. One child met criteria with Intervention Phase II. Only one child met criteria on the weekly receptive probes. One child was able to define 5 of 6 target words, and another child was able to define 1 word. The other 3 children were unable to define any target words. None of the children met criteria for weekly receptive probes. Two children displayed a faster rate of learning for the traditional books as measured by intervention data and weekly probes. One child displayed a faster rate of learning for the e-book for daily intervention data and for the traditional book on receptive weekly probes. One child had a faster rate of learning for the traditional book for daily intervention data and slightly better on e-books for receptive weekly probes. One child showed no preference between book types.
Type Text
Publisher University of Utah
Subject Disabilities; E-book; Preschool; Shared bookreading; Traditional book
Dissertation Institution University of Utah
Dissertation Name Doctor of Philosophy
Language eng
Rights Management Copyright © Sara Bernice Rhodehouse 2013
Format Medium application/pdf
Format Extent 1,1912,462 Bytes
Identifier etd3/id/3464
ARK ark:/87278/s6tt808v
Setname ir_etd
ID 197018
Reference URL https://collections.lib.utah.edu/ark:/87278/s6tt808v
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