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Direct linkHui-Hsuan Chung; Szu-Yin Chu; Shu-Hsuan Kung; Wan-Chen Lin – Child Language Teaching and Therapy, 2024
This study evaluated the effect of peer-assisted learning strategies (PALS) intervention on the language and story comprehension skills of two kindergartners with developmental delays from a special education class while reading a digital storybook. The study was conducted in Taiwan with participants who spoke Mandarin Chinese. This study was a…
Descriptors: Educational Technology, Story Reading, Reading Comprehension, Kindergarten
de Koning, Björn B.; Wassenburg, Stephanie I.; Ganushchak, Lesya Y.; Krijnen, Eke; van Steensel, Roel – First Language, 2020
The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted…
Descriptors: Inferences, Intervention, Parent Child Relationship, Story Reading
Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.; Pitt, Adrienne R.; Fleming, Kandace K.; Romine, Rebecca Swineburn – Language, Speech, and Hearing Services in Schools, 2019
Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment…
Descriptors: Vocabulary Development, Definitions, Developmental Disabilities, Language Impairments
