The Effects of Shared E-Book Reading with Dynamic Text and Speech Output on the Single-Word Reading Skills of Young Children with Developmental Disabilities

Autor/inn/en	Boyle, Susannah; McNaughton, David; Light, Janice; Babb, Salena; Chapin, Shelley E.
Titel	The Effects of Shared E-Book Reading with Dynamic Text and Speech Output on the Single-Word Reading Skills of Young Children with Developmental Disabilities
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 1, S.426-435 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Boyle, Susannah) ORCID (McNaughton, David) ORCID (Light, Janice) ORCID (Babb, Salena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Teaching Methods; Electronic Publishing; Young Children; Developmental Disabilities; Intervention; Educational Technology; Technology Uses in Education; Cooperative Learning; Picture Books; Instructional Effectiveness; Peer Teaching; Vocabulary Development; Reading Skills; Skill Development; Reading Instruction; Preschool Children; Preschool Education; Pennsylvania; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elektronisches Publizieren; Frühe Kindheit; Entwicklungsstörung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Picture book; Bilderbuch; Unterrichtserfolg; Peer group teaching; Peer Group Teaching; Wortschatzarbeit; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Purpose: This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method: A single-subject, multiple-probe design across participants was used to evaluate the effects of the software intervention. Six children with developmental delays were the primary focus for intervention, while six children with typical development participated as peer partners in intervention activities. e-Books were created with the new software feature, in which a child selects a picture from the e-book and the written word is presented dynamically and then spoken out. These e-books were then used in shared reading activities with dyads including a child with a disability and a peer with typical development. Participants engaged in the shared reading activity for an average of 13 sessions over a 6-week time period, an average of 65 min of intervention for each dyad. Results: Participants with disabilities acquired an average of 73% of the words to which they were exposed, a gain of 4.3 words above the baseline average of 1.7 correct responses. The average effect size (Tau-U) was 0.94, evidence of a very large effect. Conclusion: The results provide evidence that the use of e-books with the dynamic text and speech output feature during inclusive shared reading activities can be an effective and socially valid method to develop the single-word reading skills of young children with developmental disabilities. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01