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Interactive book reading to accelerate word learning by kindergarten children with Specific Language Impairment (SLI): Identifying adequate progress and successful learning patterns
dc.contributor.author | Storkel, Holly L. | |
dc.contributor.author | Komesidou, Rouzana | |
dc.contributor.author | Fleming, Kandace | |
dc.contributor.author | Romine, Rebecca Swinburne | |
dc.date.accessioned | 2017-04-19T17:10:51Z | |
dc.date.available | 2017-04-19T17:10:51Z | |
dc.date.issued | 2016-12-05 | |
dc.identifier.citation | Storkel, H. L., Komesidou, R., Fleming, K. K., & Romine, R. S. (2017). Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns. Lang Speech Hear Serv Sch, 48(2), 108-124. doi: 10.1044/2017_LSHSS-16-0058. | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/23736 | |
dc.description.abstract | PURPOSE. The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with SLI. METHOD. Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at four points during treatment through a picture naming test. RESULTS. The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0-1 treated words correctly at naming test 1; naming 0-2 treated words correctly at naming test 2; naming 0-3 treated words correctly at naming test 3. In addition, the results showed that encoding was the primary limiting factor in word learning but retention also contributed (albeit to a lesser degree) to word learning success. CONCLUSION. Case illustrations demonstrate how a clinician’s understanding of a child’s word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child. | en_US |
dc.publisher | American Speech-Language-Hearing Association | en_US |
dc.rights | Copyright © 2016 American Speech-Language-Hearing Association | en_US |
dc.subject | Vocabulary | en_US |
dc.subject | Word learning | en_US |
dc.subject | Treatment | en_US |
dc.subject | Clinical research | en_US |
dc.subject | SLI | en_US |
dc.title | Interactive book reading to accelerate word learning by kindergarten children with Specific Language Impairment (SLI): Identifying adequate progress and successful learning patterns | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Storkel, Holly L. | |
kusw.kuauthor | Komesidou, Rouzana | |
kusw.kuauthor | Fleming, Kandace | |
kusw.kuauthor | Romine, Rebecca Swinburne | |
kusw.kudepartment | Word & Sound Learning Lab | en_US |
dc.identifier.doi | 10.1044/2017_LSHSS-16-0058 | en_US |
kusw.oaversion | Scholarly/refereed, publisher version | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess |