Tutor Language Use during Interactive Book Reading Sessions

Autor/in	Gasamis, Colin
Titel	Tutor Language Use during Interactive Book Reading Sessions
Quelle	(2018), (84 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Washington
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-7799-4
Schlagwörter	Hochschulschrift; Dissertation; Tutors; Language Usage; Control Groups; Experimental Groups; Cues; Autism; Pervasive Developmental Disorders; Intervention; Preschool Children; Interaction; Story Reading; Language Acquisition; Vocabulary Development; Pretests Posttests; Phonological Awareness; Prediction; Emergent Literacy; Oral Language; Language Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Förderlehrer; Lehrender; Tutor; Sprachgebrauch; Stichwort; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Sprachaneignung; Spracherwerb; Wortschatzarbeit; Vorhersage; Frühleseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz
Abstract	Understanding how children with autism spectrum disorders (ASD) improve oral language skills in relationship to tutor prompting has not yet been investigated. The study examined how variation in language prompt use by tutors during a storybook reading intervention influences growth in vocabulary and emergent literacy for young children with ASD. Participants included 9 tutors and 41 preschoolers with ASD enrolled in an interactive book reading intervention as part of a larger randomized control trial. These data were used to evaluate research questions focused on how variation in tutors' use of language prompts during interactive book reading relates to language and vocabulary growth for preschool children with ASD. Results indicate that tutor prompting fit a two-factor model, contextualized and decontextualized language. Furthermore that controlling for pretest, Completion prompts, a type of contextualized language prompting was uniquely predictive of child gains in phonological awareness from pre to immediately after intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01