dc.contributor.author | Storkel, Holly L. | |
dc.contributor.author | Komesidou, Rouzana | |
dc.contributor.author | Pezold, Mollee J. | |
dc.contributor.author | Pitt, Adrienne R. | |
dc.contributor.author | Fleming, Kandace K. | |
dc.contributor.author | Romine, Rebecca Swinburne | |
dc.date.accessioned | 2020-06-18T19:40:50Z | |
dc.date.available | 2020-06-18T19:40:50Z | |
dc.date.issued | 2019-10-10 | |
dc.identifier.citation | Storkel, 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-18-0131 | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/30550 | |
dc.description | This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. | en_US |
dc.description.abstract | Purpose
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dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn.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.publisher | American Speech-Language-Hearing Association | en_US |
dc.rights | © 2019 The Authors. | en_US |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | en_US |
dc.title | The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Storkel, Holly L. | |
kusw.kuauthor | Komesidou, Rouzana | |
kusw.kuauthor | Pezold, Mollee J. | |
kusw.kuauthor | Pitt, Adrienne R. | |
kusw.kuauthor | Fleming, Kandace K. | |
kusw.kuauthor | Romine, Rebecca Swinburne | |
kusw.kudepartment | Speech-Language-Hearing: Sciences & Disorders | en_US |
kusw.kudepartment | Life Span Institute | en_US |
kusw.oanotes | Per SHERPA/RoMEO 6/18/2020:Journal: Language, Speech, and Hearing Services in Schools (ISSN: 0161-1461, ESSN: 1558-9129)
RoMEO: This is a RoMEO blue journal
Paid OA: A paid open access option is available for this journal.
Author's Pre-print: question mark archiving status unclear
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Publisher's Version/PDF: cross author cannot archive publisher's version/PDF
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On author's personal website or institutional repository
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dc.identifier.doi | 10.1044/2019_LSHSS-VOIA-18-0131 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.identifier.pmid | PMC7210430 | en_US |
dc.rights.accessrights | openAccess | en_US |