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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/24898

Title: Bilingual Dialogic Book-Reading Intervention for Preschool Children with Slow Expressive Vocabulary Development: A Feasibility Study
Authors: Tsybina, Irina
Advisor: Eriks-Brophy, Alice
Department: Speech-Language Pathology
Keywords: vocabulary development
expressive vocabulary delay
dialogic book-reading
early intervention
parent-administered intervention
Issue Date: 1-Sep-2010
Abstract: The purpose of the study was to examine the feasibility of a dialogic book-reading intervention for bilingual preschool children with expressive vocabulary delays. The intervention was provided in English and Spanish concurrently to an experimental group of six children, while six children were in a delayed treatment control group. Dialogic book-reading has been shown previously to be effective with monolingual children, and the current study was the first to extend it to bilingual children. The children participating in the study were 22 – 41 months-old and were recruited from the waiting list of an agency providing speech-language services. The intervention was provided in English in the children’s homes by the primary investigator and in Spanish by the children’s mothers, who were trained in the techniques of dialogic book-reading. Thirty fifteen-minute sessions in each language using dialogic book-reading strategies were provided to each child in the intervention group over six weeks. The study examined the acquisition of ten target words selected for each child in English and Spanish separately, in addition to overall increases in the children’s vocabularies. The children in the intervention group learned significantly more target words in each language following the intervention than did the children in the control group. The children in the intervention group were also able to produce the acquired words at a delayed posttest six weeks following the posttest. The intervention also led to an improvement in the ability of the children in the intervention group to stay focused on book-reading tasks. The gains in the overall vocabulary of the children in the two groups did not differ significantly. The mothers’ evaluations of the intervention revealed their satisfaction with the approach. The mothers were successful in learning dialogic book-reading strategies and stated that they felt empowered to improve their child’s vocabulary development.
URI: http://hdl.handle.net/1807/24898
Appears in Collections:Doctoral
Department of Speech-Language Pathology - Doctoral theses

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