A Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus Modeling

Autor/inn/en	Coogle, Christan Grygas; Parsons, Allison Ward; La Croix, Leslie; Ottley, Jennifer R.
Titel	A Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus Modeling
Quelle	In: Infants and Young Children, 33 (2020) 2, S.119-131 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
Schlagwörter	Teaching Methods; Reading Strategies; Expressive Language; Vocabulary Development; Preschool Children; Autism; Pervasive Developmental Disorders; Preschool Education; Program Effectiveness; Language Skills + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Language skill; Sprachkompetenz
Abstract	The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of the classroom. Each condition demonstrated effectiveness; however, the dialogic reading condition had the most robust effect on both of the children's labeling of target vocabulary words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01