Current Search: Hirn, Juliana (x)
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Title
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RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES.
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Creator
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Hirn, Juliana L, Towson, Jacqueline, University of Central Florida
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Abstract / Description
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Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during...
Show moreVocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.
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Date Issued
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2017
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Identifier
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CFH2000261, ucf:46010
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000261
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Title
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Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
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Creator
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Hirn, Juliana, Towson, Jacqueline, Green, Katherine, Kent-Walsh, Jennifer, University of Central Florida
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Abstract / Description
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Shared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children...
Show moreShared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children with DD. DR has been shown to be an effective strategy to teach typically developing preschool-aged children vocabulary, language, and literacy skills, however research in children with DD is limited. Results related to the different types of questions asked by paraprofessionals before and during a DR intervention showed one singular training of DR positively impacted paraprofessional's implementation of DR strategies and children's responses to prompts. A positive impact was found on children's language use during book readings.
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Date Issued
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2019
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Identifier
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CFE0007891, ucf:52794
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007891