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Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading

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Date Issued:
2019
Abstract/Description:
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 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.
Title: Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
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Name(s): Hirn, Juliana, Author
Towson, Jacqueline, Committee Chair
Green, Katherine, Committee Member
Kent-Walsh, Jennifer, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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 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.
Identifier: CFE0007891 (IID), ucf:52794 (fedora)
Note(s): 2019-05-01
M.A.
Health Professions and Sciences, School of Communication Sciences and Disorders
Masters
This record was generated from author submitted information.
Subject(s): dialogic reading -- preschool children -- language impairments -- intervention
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007891
Restrictions on Access: campus 2022-11-15
Host Institution: UCF

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