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dc.contributor.authorStorkel, Holly L.
dc.contributor.authorKomesidou, Rouzana
dc.contributor.authorPezold, Mollee J.
dc.contributor.authorPitt, Adrienne R.
dc.contributor.authorFleming, Kandace K.
dc.contributor.authorRomine, Rebecca Swinburne
dc.date.accessioned2020-06-18T19:40:50Z
dc.date.available2020-06-18T19:40:50Z
dc.date.issued2019-10-10
dc.identifier.citationStorkel, H. L., Komesidou, R., Pezold, M. J., Pitt, A. R., Fleming, K. K., & Romine, R. S. (2019). The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading. Language, speech, and hearing services in schools, 50(4), 518–539. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0131en_US
dc.identifier.urihttp://hdl.handle.net/1808/30550
dc.descriptionThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.en_US
dc.description.abstractPurpose The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation.

Method Thirty-four kindergarten children with DLD (aged 5;0–6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study (Storkel, Voelmle, et al., 2017) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a definition task prior to, during, and after treatment.

Results Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores.

Conclusion When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach.
en_US
dc.publisherAmerican Speech-Language-Hearing Associationen_US
dc.rights© 2019 The Authors.en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en_US
dc.titleThe Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Readingen_US
dc.typeArticleen_US
kusw.kuauthorStorkel, Holly L.
kusw.kuauthorKomesidou, Rouzana
kusw.kuauthorPezold, Mollee J.
kusw.kuauthorPitt, Adrienne R.
kusw.kuauthorFleming, Kandace K.
kusw.kuauthorRomine, Rebecca Swinburne
kusw.kudepartmentSpeech-Language-Hearing: Sciences & Disordersen_US
kusw.kudepartmentLife Span Instituteen_US
dc.identifier.doi10.1044/2019_LSHSS-VOIA-18-0131en_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.identifier.pmidPMC7210430en_US
dc.rights.accessrightsopenAccessen_US


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© 2019 The Authors.
Except where otherwise noted, this item's license is described as: © 2019 The Authors.