Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development
Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development
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DOI：
10.1016/j.jcomdis.2010.05.006
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发表时间：
2010-11-01
影响因子：
1.7
通讯作者：
Eriks-Brophy, Alice
中科院分区：
文献类型：
--
作者：
Tsybina, Irina;Eriks-Brophy, Alice
本研究探讨了对话式阅读干预对22-41月龄具有表达性词汇迟缓的双语学龄前儿童的可行性。干预以英语和西班牙语同时提供给实验组的6名儿童，而其他6名儿童在延迟治疗对照组。在儿童之家以每种语言提供30次15分钟的对话式阅读策略课程，主要调查员用英语授课，接受对话式阅读技巧培训的儿童母亲用西班牙语授课。结果表明，干预组儿童在干预后学习到的每一种语言的目标单词都明显多于对照组儿童。干预组的孩子在干预结束6周后的随访测试中也能说出习得的单词。两组儿童在整体词汇量上的增长没有显著差异。孩子们的母亲对这个项目表示满意，并证实了对话阅读对孩子学习目标单词的好处。学习效果：本文描述了一种独特的学龄前儿童双语词汇干预方案。读者将对这种干预的基本原理有所了解，并对对话式阅读的实施有所了解。本文的主要目的是为读者提供对该干预措施可行性的评估。(C) 2010爱思唯尔公司版权所有。
This study examined the feasibility of using a dialogic book-reading intervention for 22-41-month-old 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 other children were in a delayed treatment control group. Thirty 15-min sessions using dialogic book-reading strategies were provided in each language in the children's homes, in English by the primary investigator and in Spanish by the children's mothers, who were trained in the techniques of dialogic book-reading. Results showed that the children in the intervention group learned significantly more target words in each language following the intervention than the children in the control group. The children in the intervention group were also able to produce the acquired words at the time of a follow-up test 6 weeks after the end of the intervention. The gains in the overall vocabulary of the two groups of children did not differ significantly. The children's mothers expressed satisfaction with the program, and confirmed the benefits of dialogic book-reading for their children's learning of target words.Learning outcomes: The current paper describes a unique bilingual vocabulary intervention program for preschool children. Readers will gain an appreciation for the rationale for this intervention, and an insight in the implementation of dialogic book-reading. The main goal of the article is to provide the readers with the evaluation of the feasibility of this intervention. (C) 2010 Elsevier Inc. All rights reserved.