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    The Effectiveness of Explicit Storybook Comprehension Instruction for Improving Preschool Children’s Narrative Comprehension Skills

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    Chan_ku_0099D_14026_DATA_1.pdf (2.927Mb)
    Issue Date
    2015-05-31
    Author
    Chan, Ruby
    Publisher
    University of Kansas
    Format
    101 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Special Education
    Rights
    Copyright held by the author.
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    Abstract
    While shared book reading has often been used to foster children’s language and literacy development (Pentimonti, Justice, & Piasta, 2013), there is limited research concerning specific instructional strategies that can be embedded during shared book reading to facilitate children’s story comprehension abilities. To close this gap, the present study examined the effectiveness of implementing explicit storybook comprehension instruction in a single-case study with seven preschool-age participants. Using a combined repeated acquisition and multiple-baseline design (e.g., Kennedy, 2005), the study assessed narrative comprehension growth via mastery monitoring and progress monitoring measures (i.e., Assessment of Comprehension and Preschool Early Literacy Indicators). All seven participants demonstrated comprehension growth as a result of the intervention. Large effect sizes were found. Implications for employing a Tier 2 supplemental comprehension intervention within a Multi-Tiered System of Support are discussed.
    URI
    http://hdl.handle.net/1808/19503
    Collections
    • Dissertations [4474]
    • Education Dissertations and Theses [1065]

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    KU Libraries
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    785-864-8983

    KU Libraries
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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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