The effect of shared book reading on the acquisition of expressive vocabulary of a 7 year old who uses AAC

Seminars in Speech and Language

Volumn 29, Issue 2, 2008, Pages 133-145

  Soto, Gloria ^a   Dukhovny, Elena ^a,b  

^a SAN FRANCISCO STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

AAC; Intervention; Vocabulary intervention

Indexed keywords

ARTICLE; CASE REPORT; COMMUNICATION SKILL; FACILITATED COMMUNICATION; FEMALE; GESTURE; HUMAN; LANGUAGE DISABILITY; LINGUISTICS; NEUROLOGIC DISEASE; PERISYLVIAN SYNDROME; READING; SCHOOL CHILD; SIGN LANGUAGE; SPECIAL EDUCATION; SPEECH AND LANGUAGE ASSESSMENT; SPEECH DISORDER; VISUAL IMPAIRMENT; VOCALIZATION;

ARTICULATION DISORDERS; CHILD; COMMUNICATION AIDS FOR DISABLED; COMMUNICATION METHODS, TOTAL; COMPREHENSION; COOPERATIVE BEHAVIOR; EDUCATION, SPECIAL; FEMALE; FOLLOW-UP STUDIES; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; READING; VOCABULARY;

EID: 56749177461     PISSN: 07340478     EISSN: None     Source Type: Journal    
DOI: 10.1055/s-2008-1079127     Document Type: Article

References (57)

1. Sutton A, Soto G, Blockberger S. Grammatical issues in graphic symbol communication. Augment Altern Commun 2002;18:192-204
2. Nash H, Snowling M. Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods. Int J Lang Commun Disord 2006;41:335-354
3. Sénechal M, Cornell EH. Vocabulary acquisition through shared reading experiences. Reading Research Quarterly 1993;28:361-374
4. Jitendra AK, Edwards L, Sacks G, Jacobson LA. What research says about vocabulary instruction for students with learning disabilities. Except Child 2004;70:299-322
5. Schlosser RW, Sigafoos J. Selecting graphic symbols for an initial request lexicon: integrative review. Augment Altern Commun 2002;18:102-123
6. Wilkinson KM, Albert A. Adaptations of fast mapping for vocabulary intervention with augmented language users. Augment Altern Commun 2001;17:120-132
7. Binger C, Light J. The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use. Augment Altern Commun 2007;23:30-43
8. Bruno J, Trembath D. Use of aided language stimulation to improve syntactic performance during a weeklong intervention program. Augment Altern Commun 2006;22:300-313
9. Drager KR, Postal VJ, Carrolus L, Castellano M, Gagliano C, Glynn J. The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. Am J Speech Lang Pathol 2006;15:112-125
10. Harris M, Reichle J. The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. Am J Speech Lang Pathol 2004;13: 155-167
11. Nelson NW, Van Meter AM. Finding the words: vocabulary development for young authors. In: Ukrainetz T, ed. Contextualized Language Intervention: Scaffolding Prek-12 Literacy Achievement. Eau Claire, WI: Thinking Publications; 2006:95-144
12. Dorr A, Rabin B, Irlen S. Parenting in a multimedia society. In: Bornstein MB, ed. Handbook of Parenting. Hillsdale, NJ: Erlbaum; 2002:349-374
13. Fletcher KL, Reese E. Picture book reading with young children: a conceptual framework. Dev Rev 2005;25:64-103
14. Snow C, Burns MS, Griffin P. Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press; 1998
15. Snow CE, Ninio A. The contracts of literacy: what children learn from learning to read books. In: Sulzby WTE, ed. Emergent Literacy: Writing and Reading. Norwood, NJ: Ablex; 1986:116-138
16. Ninio A. Joint book reading as a multiple vocabulary acquisition device. Dev Psychol 1983; 19:445-451
17. De Temple J, Snow CE. Learning words from books. In: vanKleeck A, Stahl SA, Bauer EB, eds. On Reading Books to Children: Parents and Teachers. Mahwah, NJ: Erlbaum; 2003:16-36
18. Dickinson DK, Tabors PO. Beginning Literacy with Language: Young Children Learning at Home and School. Baltimore, MD: Paul H. Brookes; 2001
19. Hockenberger EH, Goldstein H, Haas LS. Effects of commenting during joint book reading by mothers with Low SES. Top Early Child Spec Educ 1999;19:15-27
20. Davie J, Kemp C. A comparison of the expressive language opportunities provided by shared book reading and facilitated play for young children with mild to moderate intellectual disabilities. Educ Psychol 2002;22:445-460
21. Ninio A, Bruner J. The achievements and antecedents of labeling. J Child Lang 1978;5: 1-15
22. Snow CE, Goldfield BA. Turn the page please: situation-specific language acquisition. J Child Lang 1983;10:551-569
23. Heath SB. Ways with Words. New York, NY: Cambridge University Press; 1983
24. Justice L, Ezell H. Vygotskian theory and its application to language assessment: an overview for speech-language pathologists. Contemp Issues Commun Sci Disord 1999;26:111-118
25. Norris J, Hoffman P. Language intervention within naturalistic environments. Lang Speech Hear Serv Sch 1990;21:72-84
26. Bellon ML, Ogletree BT. Repeated storybook reading as an instructional method. Intervention School Clinic 2000;2:75-81
27. Skotko BG, Koppenhaver DA, Erickson KA. Parent reading behaviors and communication outcomes in girls with Rett syndrome. Except Child 2004;70:145-166
28. De Loache JS, De Mendoza OAP. Joint picture-book interactions of mothers and one-year-old children. Br J Dev Psychol 1987;5:111-123
29. Bornstein M, Bruner J. Crosscurrents in Contemporary Psychology. Hillsdale, NJ: Erlbaum; 1989
30. Bellon ML, Ogletree BT, Harn WE. Repeated storybook reading as a language intervention for children with autism. Focus on Autism and Other Developmental Disabilities 2000;15:52-58
31. Bruner JS. The role of dialogue in language acquisition. In: Sinclair A, Jarvella RJ, Levelt WJM, eds. The Child's Conception of Language. New York, NY: Springer-Verlag; 1978:241-256
32. Bradshaw M, Hoffman P, Norris J. Efficacy of expansions and doze procedures in the development of interpretations by preschool children exhibiting delayed language development. Lang Speech Hear Serv Sch 1998;29:85-95
33. Crowe L, Norris JA, Hoffman PR. Training caregivers to facilitate communicative participation of preschool children with language impairment during storybook reading. J Commun Disord 2004; 37:177-196
34. Wood L, Hood E. Shared storybook readings with children who have little or no functional speech: a language intervention tool for students who use augmentative and alternative communication. Perspect Educ 2004;22:101-113
35. Nelson K. Language in Cognitive Development: The Emergence of the Mediated Mind. Cambridge, UK: Cambridge University Press; 1996
36. Light J, Smith AK. Home literacy experiences of preschoolers who use AAC systems and of their non-disabled peers. Augment Altern Commun 1993;9:10-25
37. Dale PS, Crain-Thoreson C, Notari-Syverson A, Cole K. Parent-child book reading as an intervention technique for young children with language delays. Top Early Child Spec Educ 1996;16: 213-235
38. Crowe L. Reading behaviors of mothers and their children with language impairment during storybook reading. J Commun Disord 2000;33:503-524
39. Ezell H, Justice L, Parsons D. Enhancing the emergent literacy skills of preschoolers with communication disorders: a pilot investigation. Child Lang Teach Ther 2000;16:121-140
40. Justice L, Ezell H. Enhancing children's print and word awareness through home-based parent intervention. Am J Speech Lang Pathol 2000;9: 257-269
41. Justice L, Ezell H. Use of storybook reading to increase print awareness in at-risk children. Am J Speech Lang Pathol 2002;11:17-29
42. Justice L, Kaderavek JN. Topic control during shared storybook reading: Mothers and their children with language impairments. Top Early Child Spec Educ 2003;23:137-150
43. Dexter M. The Effects of Aided Language Stimulation upon Verbal Output and Augmentative Communication During Storybook Reading for Children with Pervasive Developmental Disabilities [unpublished dissertation]. Baltimore, MD: John Hopkins University; 1998
44. Crowe L, Norris JA, Hoffman PR. Facilitating storybook interactions between mothers and their preschoolers with language impairments. Communication Disorders Quaterly. 2000;21:131-146
45. Jordan GE, Snow CE, Porche MV. Project EASE: the effect of a family literacy project on kindergarten students' early literacy skills. Reading Research Quaterly. 2000;35:526-546
46. Koppenhaver DA, Erickson KA, Harris B. McLellan J, Skotko B, Newton RA. Storybook-based communication intervention for girls with Rett syndrome and their mothers. Disabil Rehabil 2001;23:149-159
47. Soto G, Dukhovny E, Vestli T. Increasing storybook reading participation for children who use AAC. In: Justice L, ed. Clinical Approaches to Emergent Literacy Intervention. San Diego, CA: Plural Publishing; 2006:289-320
48. Justice LM, Meier J, Walpole S. Learning new words from shared books: an efficacy study with at-risk learners. Lang Speech Hear Serv Sch 2005; 36:17-32
49. Sénechal M. The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. J Child Lang 1997;24: 123-138
50. Kennedy CH. Single-Case Designs for Educational Research. Boston, MA: Allyn and Bacon; 2005
51. Barlow DH, Hersen M. Single Case Experimental Designs: Strategies for Studying Behavior Change. 2nd ed. New York, NY: Allyn &. Bacon; 1984
52. Beck IL, McKeown MG. Text talk: capturing the benefits of read-aloud experiences for young children. Read Teach 2001;55:10-20
53. Liboiron N, Soto G. Shared storybook reading with a student who uses alternative and augmentative communication: an intervention session. Child Lang Teach Ther 2006;22:69-95
54. Müller E, Soto G. Conversational patterns of three adults using aided speech: variations across partners. Augment Altern Commun 2002; 18:77-90
55. Paul R. Language Disorders from Infancy Through Adolescence. 2nd ed. St. Louis, MO: Mosby; 2001
56. Schlosser RW. The Efficacy of Augmentative and Alternative Communication: Towards Evidence-Based Practice. San Diego, CA: Academic Press; 2003
57. Downing JE. Teaching Literacy to Students with Significant Disabilities. Thousand Oaks, CA: Convin Press; 2005