The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children's Learning of Vocabulary

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.