Effects of Teacher- versus Application-Delivered Instruction on the Expressive Vocabulary of At-Risk Preschool Children

Autor/inn/en	Dennis, Lindsay R.; Whalon, Kelly J.
Titel	Effects of Teacher- versus Application-Delivered Instruction on the Expressive Vocabulary of At-Risk Preschool Children
Quelle	In: Remedial and Special Education, 42 (2021) 4, S.195-206 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519900991
Schlagwörter	At Risk Students; Preschool Education; Preschool Children; Program Effectiveness; Story Reading; Computer Oriented Programs; Handheld Devices; Telecommunications; Vocabulary Development; Verbs; Intervention; Computer Assisted Instruction; Knowledge Level; Reading Instruction; Teaching Methods; Conventional Instruction; Early Intervention; Preschool Language Scale + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Computerprogramm; Telekommunikationstechnik; Wortschatzarbeit; Computer based training; Computerunterstützter Unterricht; Wissensbasis; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A repeated acquisition (RA) design was used to compare the effectiveness of research-based instruction embedded in repeated storybook reading facilitated by an adult or tablet application (app) on the vocabulary knowledge of six preschool children. All participants selected scored below the 40th percentile on the "Preschool Language Scale--Fifth Edition." Three target verbs frequently encountered in speech and text (Tier 2) from 16, age-appropriate storybooks were selected. Definitions of the target verb, multiple contextualized examples, and demonstrations of the verb action were taught. All children benefited from the intervention in both conditions, but increases were higher for four participants in the app condition, and modest for two participants in both conditions. Depth of knowledge was assessed using a scoring rubric, and four children increased their ability to provide multiple examples or a definition of the word. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01