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ERIC Number: EJ1113679
Record Type: Journal
Publication Date: 2016-Sep
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-8151
EISSN: N/A
Effects of a Teacher versus iPad-Facilitated Intervention on the Vocabulary of At-Risk Preschool Children
Dennis, Lindsay R.; Whalon, Kelly; Kraut, Lisa; Herron, Deborah
Journal of Early Intervention, v38 n3 p170-186 Sep 2016
This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including correct and incorrect definitions of the verb) probes of instructional targets. All five participants demonstrated increases from pretest to posttest in their expressive and receptive understanding of the verbs. Implications for research and practice are provided.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Preschool Language Scale
Grant or Contract Numbers: N/A