A Comparison of Word Learning in 3-Year-Old Children At-Risk for Language and Literacy Difficulties in Two Conditions: Dialogic Reading and Activity-Based Intervention

Autor/in	Rahn, Naomi L.
Titel	A Comparison of Word Learning in 3-Year-Old Children At-Risk for Language and Literacy Difficulties in Two Conditions: Dialogic Reading and Activity-Based Intervention
Quelle	(2013), (113 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-9273-9
Schlagwörter	Hochschulschrift; Dissertation; At Risk Students; Learning Disabilities; Difficulty Level; Poverty; Dialogs (Language); Reading Difficulties; Intervention; Language Acquisition; Preschool Children; Statistical Analysis; Comparative Analysis; Outcomes of Treatment; Toddlers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning handicap; Lernbehinderung; Schwierigkeitsgrad; Armut; Dialog; Dialogs; Dialogue; Dialogues; Reading difficulty; Leseschwierigkeit; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Statistische Analyse; Infant; Infants; Toddler; Kleinkind
Abstract	Existing research suggests a need for an intervention that can accelerate vocabulary acquisition for young children at-risk due to poverty. An adapted alternating treatments design was used to examine the effects of Dialogic Reading and Activity-Based Intervention (ABI) on participants' production of target words. Participants were three 3-year-olds considered at risk due to poverty and limited expressive language who attended a preschool program for at-risk families in a large urban school district. Ten words, randomly assigned to each condition (Dialogic Reading, ABI, control), were taught during alternating 10-min intervention sessions three times per week. Data were analyzed using visual analysis and descriptive statistics. Results suggest ABI was more efficacious and efficient than Dialogic Reading for two of three participants. Maintenance data suggest Dialogic Reading was superior at 1 week post-intervention, while ABI was superior at 2 weeks post-intervention for two of three participants. There were no differences in generalization. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01