상호작용적 책읽기 상황에서 양육자의 질문유형에 따른 어휘발달지연 아동의 정·오반응 비교 연구

Objectives: The linguistic interaction between parents and children during book reading is an important factor in the child's language and literacy development. Therefore, we investigated the relationship between cognitively different caregivers' question types and the contributions of vocabulary delayed children. Methods: Participants consisted of 17 children with vocabulary delay (VD group), aged 4 to 6, their mothers, and 17 pairs of age-matched typically developing children (TD group) and their mothers. In order to analyze the relationship between the maternal question and the child's response, the situation of reading and asking questions about two books to the child was recorded. Results: The correct response rate to the different types of questions was higher in the TD group than that of the VD group. The rate of the referential question following by the rate of the child's referential correct response and inferential question rate according to the child's inferential incorrect response were significantly higher in VD group than those of TD group. The ratio of the inferential questions following by child's referential correct responses and the rate of the referential questions to the child's inferential incorrect contributions was fundamentally higher in the TD group than that of the VD group. Conclusion: The caregiver and child may have a linguistic impact on each other during book reading. This is clinically related to various types of caregiver questions. Different cognitive levels of maternal question use, based on the child's age, language, and cognitive level, can be recommended in caregiver book-reading training.