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

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Issue Date
2015-05-31Author
Chan, Ruby
Publisher
University of Kansas
Format
101 pages
Type
Dissertation
Degree Level
Ph.D.
Discipline
Special Education
Rights
Copyright held by the author.
Metadata
Show full item recordAbstract
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.
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- Education Dissertations and Theses [1065]
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