The Effects of Dialogic Reading on Expressive Language for Preschool Children with Language delay

• Main Authors: Ching Lee, 李晴
• Other Authors: Pao-ChuanTorng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/41987669347469769010

碩士 === 國立臺北護理健康大學 === 語言治療與聽力研究所 === 104 === Expressive language is one of the important foundations for children's literacy development, however, children with language delay have limited expressive vocabulary, and also their narrative ability in the micro and macro structure is relatively poorer than their typical- developing peers. With adults’ guidance and feedback used in dialogic reading, children are encouraged to be more active and produce more oral expression. While dialogic reading has been proven to facilitate children's language development, particularly in expressive language skills, few studies have explored the impact on children’s narrative ability. The purpose of study was to examine the effects of dialogic reading on oral language and narrative in preschool children with language delay. In addition to the accuracy of children’s responses during shared book reading, both standardized and non-standardized tests were used as screening to assess the differences of language ability between pretests and posttests were evaluated using. Participants in the present study were recruited from Nantou area, Taiwan, 30 children were enrolled after the screening tests, aged from 4;9-6;11 years, were randomly assigned to the experimental group and the control group, The DR group receive 12 weeks intervention, once a week, 30 minute per session, and the control group was put in the waiting list for further intervention at the end of the study. The results showed that the response rate and overall accuracy of experimental group has increased after two months while reading again the same picture book; and comparison the result of pretest and posttest, that the DR group made significantly larger gains in expressive and overall language development scores in standardized tests, as well as the vocabulary test scores and narrative performance than the control group. From this study, dialogic reading can effectively promote oral language skills in preschool children with language delay, especially in the expressive vocabulary ability.