TY - JOUR
T1 - The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children's Learning of Vocabulary
AU - Chae, Miseon
AU - Yim, Dongsun
N1 - Funding Information:
This work was supported by the Ministry of Science and ICT of the Republic of Korea and the National Research Foundation of Korea (NRF-2019R1A2C1007488).
Publisher Copyright:
© 2022. Korean Academy of Speech-Language Pathology and Audiology. All Rights Reserved.
PY - 2022
Y1 - 2022
N2 - Objectives: The purpose of this study was to compare and examine the children's performance between Language Delayed (LD) and Typically Developed (TD) children in vocabulary learning tests (expressive, receptive, definition) across three-reading strategies (eliciting question, non-eliciting question, decontextualized question) in adult-child book reading assessment. Methods: A total of 22 children (12 children with LD and 10 TD children) aged 4 to 5 years participated in this study. The participants performed vocabulary learning tests (expressive, receptive, definition) across 3 reading strategies after 8 reading sessions. Results: LD children received significantly lower scores than TD children on expressive · receptive vocabulary learning and definition tasks. Moreover, in the case of expressive vocabulary, there was no significant group difference in eliciting questions. In addition, in the definition task, the group difference according to strategies was greater when using the decontextualized questions, than when using the non-eliciting questions. Conclusion: It turned out that children with LD have difficulties in receptive · expressive vocabulary learning and definition. Also, it was remarkable that the pattern of relationship between these performances was different in each group. In particular, TD children scored the highest in expressive vocabulary learning under the decontextualized question strategy, whereas in the case of children with LD, they scored the highest under the eliciting question strategy. It suggests that the necessity for mediation of non-experts, such as parents or caregivers, plays an important role in word learning and intervening for children with LD through educating and using an effective reading strategy.
AB - Objectives: The purpose of this study was to compare and examine the children's performance between Language Delayed (LD) and Typically Developed (TD) children in vocabulary learning tests (expressive, receptive, definition) across three-reading strategies (eliciting question, non-eliciting question, decontextualized question) in adult-child book reading assessment. Methods: A total of 22 children (12 children with LD and 10 TD children) aged 4 to 5 years participated in this study. The participants performed vocabulary learning tests (expressive, receptive, definition) across 3 reading strategies after 8 reading sessions. Results: LD children received significantly lower scores than TD children on expressive · receptive vocabulary learning and definition tasks. Moreover, in the case of expressive vocabulary, there was no significant group difference in eliciting questions. In addition, in the definition task, the group difference according to strategies was greater when using the decontextualized questions, than when using the non-eliciting questions. Conclusion: It turned out that children with LD have difficulties in receptive · expressive vocabulary learning and definition. Also, it was remarkable that the pattern of relationship between these performances was different in each group. In particular, TD children scored the highest in expressive vocabulary learning under the decontextualized question strategy, whereas in the case of children with LD, they scored the highest under the eliciting question strategy. It suggests that the necessity for mediation of non-experts, such as parents or caregivers, plays an important role in word learning and intervening for children with LD through educating and using an effective reading strategy.
KW - Dialogic book reading
KW - Interactive book reading
KW - Preschoolers
KW - Reading strategies
KW - Vocabulary learning
UR - http://www.scopus.com/inward/record.url?scp=85129657289&partnerID=8YFLogxK
U2 - 10.12963/csd.22881
DO - 10.12963/csd.22881
M3 - Article
AN - SCOPUS:85129657289
SN - 2288-1328
VL - 27
SP - 27
EP - 49
JO - Communication Sciences and Disorders
JF - Communication Sciences and Disorders
IS - 1
ER -