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ERIC Number: EJ1091791
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1547-1888
Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays
Correa, Vivian I.; Lo, Ya-Yu; Godfrey-Hurrell, Kristi; Swart, Katie; Baker, Doris Luft
Multiple Voices for Ethnically Diverse Exceptional Learners, v15 n2 p3-21 Fall 2015
In this single-case design study, we examined the effects of an adapted dialogic reading intervention on the oral language and vocabulary skills of four Latino preschool children who were at risk for English language delays. We used adapted dialogic reading strategies in English and two literacy games that included a rapid naming activity and playing with props to retell the stories in the books. Results indicated improvement in both oral language and vocabulary skill knowledge from baseline to intervention for all children. Children also showed improvement from baseline to intervention in their story retells during generalization probes. Limitations and implications for future research and practice are discussed.
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://ddelcec.org/Publications.php
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A