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    Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills

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    Greenwood_UniChiPres_2016.pdf (653.8Kb)
    Issue Date
    2016-05-19
    Author
    Greenwood, Charles R.
    Carta, Judith J.
    Guerrero, Gabriela
    Atwater, Jane
    Kelley, Elizabeth S.
    Kong, Na Young
    Goldstein, Howard
    Publisher
    University of Chicago Press
    Type
    Article
    Article Version
    Scholarly/refereed, publisher version
    Rights
    © 2016 by The University of Chicago. All rights reserved
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    Abstract
    In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and examining children’s responses to the narrator’s instructional prompts and associations with learning outcomes. Results indicated that children were highly successful in responding with the narrator’s task-management prompts (i.e., turn the page), particularly after the first book. Children were much less proficient in correctly responding to the narrator’s word-teaching prompts (i.e., “say enormous”), but improved over additional storybooks. Exposure to the intervention accelerated children’s weekly oral language learning, and effect sizes were comparable to those of Spencer et al. Children’s increased word knowledge was positively correlated with their correct responding to the narrator’s word-teaching prompts in particular. Implications for research and practice are discussed.
    URI
    http://hdl.handle.net/1808/25269
    DOI
    https://doi.org/10.1086/686223
    Collections
    • Special Education Scholarly Works [297]
    Citation
    Greenwood, C. R., Carta, J. J., Kelley, E. S., Guerrero, G., Kong, N. Y., Atwater, J., & Goldstein, H. (2016). Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills. The Elementary School Journal, 116(4), 574-599. doi:10.1086/686223

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    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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