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.
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Master of Arts (M.A.)
College of Community Innovation and Education
School of Communication Sciences and Disorders
Communication Sciences Disorders
Length of Campus-only Access
Masters Thesis (Campus-only Access)
Hirn, Juliana, "Partnering with Paraprofessionals: Expanding Preschool Children's Responses Through Dialogic Reading" (2019). Electronic Theses and Dissertations. 6793.
Restricted to the UCF community until November 2022; it will then be open access.