Dialogic Reading and Adapted Dialogic Reading with Preschoolers with Autism Spectrum Disorder

Autor/inn/en	Grygas Coogle, Christan; Floyd, Kimberly K.; Rahn, Naomi L.
Titel	Dialogic Reading and Adapted Dialogic Reading with Preschoolers with Autism Spectrum Disorder
Quelle	In: Journal of Early Intervention, 40 (2018) 4, S.363-379 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815118797887
Schlagwörter	Dialogs (Language); Reading Instruction; Preschool Children; Autism; Pervasive Developmental Disorders; Vocabulary Development; Language Acquisition; Computer Assisted Instruction; Handheld Devices; Books; Outcomes of Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Computer based training; Computerunterstützter Unterricht; Book; Buch; Monographie; Monografie; Lernleistung; Schulerfolg; Unterrichtserfolg
Abstract	An adapted alternating treatments design, replicated across two books, was used to examine the effects of Dialogic Reading delivered using traditional paperback books and technology-enhanced books utilizing a Surface tablet on the vocabulary acquisition of four preschoolers with autism spectrum disorder. For each book, 30 words were randomly assigned to conditions (i.e., 10 to traditional Dialogic Reading, 10 to Dialogic Reading with technology, 10 to control). Intervention was delivered 1 to 4 times per week across 6 months. Results suggest both methods increased vocabulary compared with baseline. Dialogic Reading delivered via both paperback and technology-enhanced books is promising for increasing vocabulary for preschoolers with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01