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ERIC Number: ED560381
Record Type: Non-Journal
Publication Date: 2013
Pages: 120
Abstractor: As Provided
ISBN: 978-1-3033-8351-9
Teaching Vocabulary to Preschoolers with Disabilities Using Adult-Child Shared Bookreading: A Comparison of Traditional and Electronic Books
Rhodehouse, Sara Bernice
ProQuest LLC, Ph.D. Dissertation, The University of Utah
This study sought to validate adult-child shared storybook reading as a method for teaching target vocabulary words to preschool children with disabilities. The Vocabulary Learning through Books (VLTB) instructional procedure incorporates, adult-child book reading, questioning during reading requiring the child to answer with a target word, and least to most prompting with verbal reinforcement for required answer. Both a traditional book and e-book was used with the VLTB procedure. Five preschool children completed the study. A single subject research Adapted Alternating Treatment Design (AATD) was used for this study. Progress was measured by daily intervention data and weekly expressive and receptive probes. All children were able to learn target words as measured by daily intervention data, which consisted of the child answering a definition question with the target word. However, only 3 of the 5 children were able to meet daily intervention probe criteria. Two met criteria with Intervention Phase I, least to most prompting. Three children were unsuccessful with least to most prompting, and moved to Intervention Phase II, simultaneous prompting. One child met criteria with Intervention Phase II. Only one child met criteria on the weekly receptive probes. One child was able to define 5 of 6 target words, and another child was able to define 1 word. The other 3 children were unable to define any target words. None of the children met criteria for weekly receptive probes. Two children displayed a faster rate of learning for the traditional books as measured by intervention data and weekly probes. One child displayed a faster rate of learning for the e-book for daily intervention data and for the traditional book on receptive weekly probes. One child had a faster rate of learning for the traditional book for daily intervention data and slightly better on e-books for receptive weekly probes. One child showed no preference between book types. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A