The Effect of Enhanced Storybook Interaction on Signing Deaf Children's Vocabulary

Autor/inn/en	Trussell, Jessica W.; Easterbrooks, Susan R.
Titel	The Effect of Enhanced Storybook Interaction on Signing Deaf Children's Vocabulary
Quelle	In: Journal of Deaf Studies and Deaf Education, 19 (2014) 3, S.319-332 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/ent055
Schlagwörter	Deafness; Children; Vocabulary; Sign Language; Incidental Learning; Books; Reading; Intervention; Cues; Visual Stimuli; Questioning Techniques; Program Effectiveness + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Child; Kind; Kinder; Wortschatz; Gebärdensprache; Inzidentelles Lernen; Book; Buch; Monographie; Monografie; Leseprozess; Lesen; Stichwort; Befragungstechnik; Fragetechnik
Abstract	The link between vocabulary and later literacy is well documented in the research base. One way children gain vocabulary is through incidental learning. Deaf or hard-of-hearing children (D/HH) often struggle with incidental learning and require vocabulary intervention to increase their lexicon. An effective vocabulary intervention is storybook reading. When dialogic methods are added to storybook reading, the gains are greater than with traditional storybook reading. The purpose of this study was to investigate the effect of an enhanced storybook reading intervention, which included scripted questions and picture prompts, on the vocabulary of young signing D/HH children. We utilized a multiple baseline across content probe design. We discovered a functional relation between the storybook intervention and picture vocabulary identification for several participants. This outcome offers insight into appropriate interventions to increase vocabulary for signing D/HH children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10