Sequence Text Structure Intervention during Interactive Book Reading of Expository Picture Books with Preschool Children with Language Impairment

Autor/inn/en	Breit-Smith, Allison; Olszewski, Arnold; Swoboda, Christopher; Guo, Ying; Prendeville, Jo-Anne
Titel	Sequence Text Structure Intervention during Interactive Book Reading of Expository Picture Books with Preschool Children with Language Impairment
Quelle	33 (2017) 3, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0265659017702206
Schlagwörter	Language Impairments; Preschool Children; Text Structure; Picture Books; Special Education Teachers; Speech Language Pathology; Allied Health Personnel; Receptive Language; Early Intervention; Pretests Posttests; Fidelity; Educational Strategies; Reading Achievement; Early Childhood Education + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Textstruktur; Picture book; Bilderbuch; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rezeptive Kommunikationsfähigkeit; Lehrstrategie; Leseleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language pathologists) three times per week for 8 weeks to 6 preschool-age children (3 years 1 month to 4 years 9 months) identified with language impairment. The intervention included use of language facilitation strategies during interactive book reading and extension activities after reading for promoting children's understanding of signal words related to the sequence text structure (e.g., first, next, then, finally), academic vocabulary, and science topic knowledge related to plants (how plants grow, plant parts, plant needs). Outcomes indicated that practitioners increased their use of language facilitation strategies over the course of the intervention in both contexts of interactive book reading and extension activities. Children with language impairment made significant improvements in their receptive understanding of sequence signal words, vocabulary, and science topic knowledge from pre-test to post-test. These findings suggest the promise of a sequence text structure intervention implemented in the contexts of interactive book reading of expository picture books and extension activities for supporting the syntax, vocabulary, and content knowledge of preschool children with language impairment. [This article was published in "Child Language Teaching and Therapy" (EJ1157266).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01