Effects of an Automated Vocabulary and Comprehension Intervention: An Early Efficacy Study

Autor/inn/en	Spencer, Elizabeth J.; Goldstein, Howard; Sherman, Amber; Noe, Sean; Tabbah, Rhonda; Ziolkowski, Robyn; Schneider, Naomi
Titel	Effects of an Automated Vocabulary and Comprehension Intervention: An Early Efficacy Study
Quelle	In: Journal of Early Intervention, 34 (2012) 4, S.195-221 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815112471990
Schlagwörter	Intervention; Language Skills; Oral Language; Fidelity; Low Income Groups; Vocabulary; Comprehension; Preschool Children; Language Acquisition; Childrens Literature; At Risk Students; Listening Skills; Auditory Stimuli; Teaching Methods + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Verstehen; Verständnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; 'Children''s literature'; Kinderliteratur; Auditive Stimulation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	It is well established that oral language skills in preschool, including vocabulary and comprehension, predict later reading proficiency and that substantial differences in oral language skills exist when children enter school. Although explicit instruction embedded in storybooks is a promising intervention approach, high-fidelity implementation in preschool classrooms remains a challenge. An automated, explicit vocabulary and comprehension intervention embedded in books was investigated in this early efficacy study. Nine children in public prekindergarten classrooms serving low-income families participated in small group "listening centers" in which they listened to recorded stories and embedded vocabulary and comprehension lessons under headphones. A repeated acquisition single-case experimental design across instructional targets was used. Results indicate modest improvements in vocabulary and comprehension with multiple replications demonstrated within as well as across children. Automated embedded vocabulary and comprehension intervention appears to be feasible for implementation and produces promising results. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10