Abstract

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.

Notes

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Graduation Date

2019

Semester

Spring

Advisor

Towson, Jacqueline

Degree

Master of Arts (M.A.)

College

College of Community Innovation and Education

Department

School of Communication Sciences and Disorders

Degree Program

Communication Sciences Disorders

Format

application/pdf

Identifier

CFE0007891

URL

http://purl.fcla.edu/fcla/etd/CFE0007891

Language

English

Release Date

November 2022

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Campus-only Access)

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