Naslov
An international efficacy study of oral language intervention using dialogic book reading protocol

Autori
Matić Škorić, Ana ; Dornstauder, Melanie ; Ferman, Sara ; Marini, Andrea ; Nieva Ramos, Silvia ; Roch, Maja ; Stankova, Margarita ; Zajdó, Krisztina ; Thordardottir, Elin

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
The 10th International Scientific Conference: Research in Education and Rehabilitation Sciences – ERFCON2023

Mjesto i datum
Zagreb, Hrvatska, 05.05.2023. - 07.05.2023

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Recenziran

Ključne riječi
dialogic book reading ; vocabulary ; efficacy study ; international intervention protocol ; DLD

Sažetak
Shared book reading benefits the child's cognitive and communicative development (Cárdenas et al., 2020), especially vocabulary growth (Hargrave & Sénéchal, 2000). In its dialogic form (dialogic book reading, DBR ; Whitehurst & Lonigan, 1998), the reader comments and asks questions through standardised procedures: PEER (Prompt, Evaluate, Expand, Repeat) and CROWD (Completion, Recalling, Open-ended, Wh- and Distancing questions), keeping the child actively involved. It remains unclear whether one protocol conducted in different languages, can produce the desired effects in children with DLD. The purpose of this study was to test the efficacy of a DBR protocol (developed by an international team of researchers ; the authors) for vocabulary in children with DLD. In a single-subject with repetition design, 10 children with DLD (5 y.o.a.) participated in a DBR intervention administered in 5 languages and run in 6 countries (Bulgaria, Canada, Croatia, Israel, Italy and Spain). Nine books were selected and used to target 36 words. Books were divided into three sets, each targeting 12 words related to traffic, body parts, clothing, and weather. Target vocabulary was assessed before treatment, at the end of each session, and after a follow-up period. Parent interviews were conducted post- treatment. Findings were examined for each participant and for pooled results. They show clear evidence of improvement in vocabulary associated with sessions in which the words were treated, compared with sessions in which they were not. Parents' reports after a follow-up period indicate that they perceived an improvement in their children's communication skills, and their increased participation in conversations.

Izvorni jezik
Engleski

Znanstvena područja
Logopedija

POVEZANOST RADA