Dialogic Reading with Young Children with Disabilities: Implications ...
Dialogic Reading with Young Children with Disabilities: Implications for Personnel Preparation Jacqueline Towson, Peggy Gallagher, & Katherine Green
Why Dialogic Reading?
Intervention Sample
Ø Communication skills in typical preschoolers account for a disproportionate amount of variance in their later academic and social skills (Kaiser, Cai, Hancock, & Foster, 2002). Ø Preschool children with disabilities often have significant deficits in their communication skills, including weaknesses in receptive and expressive vocabulary skills (Shevell et al., 2003), which contribute to persistent deficits in reading, writing, and pre-literacy skills (NICHD, 2005). Ø Intervention should occur early in life, have a strong empirical base, and take place in natural and inclusive settings (Odom & Wolery, 2003; Carlson, Bitterman, & Jenkins, 2012). Ø Dialogic reading has strong research and practical foundations in assisting typical children and those at risk to increase expressive vocabulary and oral language skills (Mol et al., 2009; Zevenbergen, Whitehurst, & Zevenbergen,
Results Research Question One: Receptive Language Skills
5 Target Vocabulary Words
Prompt for Vocabulary Word
Sink
Where are the pigs brushing their teeth? (At the sink)
Oatmeal
What are the pigs pouring in the sink? (Making oatmeal)
Lamp
What is next to the man’s chair? (A lamp)
2003).
Positive effect if pretest scores < 80.35 (n=13)c
Ø There is limited evidence exists for its use with children with disabilities
(Crain-Thorenson & Dale, 1999; Dale, CrainThorenson, & Notari-Syverson., 1996; Fleury, Miramontez, Hudson, & Schwartz, 2013; Hargrave & Senechal, 2000; Katims, 1994).
Parachute
Children
Adults
How are these pigs coming to the house? (By
Which One Doesn’t Belong (myIGDI-EL)
Piano
What instrument is this pig playing? (He is
14 12
playing a piano.)
10
Take on a more active role as adult prompting fades
8
6.48
6
2 0 Pretest Mean
EOWPVT-4
Comparison
45
100 90
81.43
40
87.29
85.95
85.81
35 30
70
Will using dialogic reading, with incorporation of pause time, promote the preliteracy skills of young children with disabilities?
3
Intervention
Near Transfer Expressive Vocabulary
80
2
Posttest Adjusted Mean
Research Question Two: Expressive Language Skills
Research Questions 1
5.65
4
Dialogic reading shifts the roles of the adult and child during shared story book reading. As opposed to typical shared-‐reading, where the adult is the reader and the child the listener, in dialogic reading, the child becomes the storyteller and the adult an active listener. (Zevenbergen, Whitehutest, & Zevenbergen, 2003)
Will using dialogic reading, with incorporation of pause time, promote the expressive language skills of young children with disabilities?
5.26
4.81
Positive effect if pretest scores < 9.78 (n=5); Ineffective if pretest scores > 21.67 (n=11) Unable to determine if pretest score between 9.78 and 21.67 (n=5)
Will using dialogic reading, with incorporation of pause time, promote the receptive language skills of young children with disabilities ?
Positive effect if pretest scores < 11.43 (n=12) Unable to determine if pretest score between 11.43 and 15 (n=9)
parachute)
What is Dialogic Reading? Encourage children to take a more active role by using a set of prompts
Positive effect if pretest scores < 39.05 (n=16) Unable to determine if pretest score between 39.05 and 45 (n=5)
25
60 50
20
40
15
30
10
20
17.04
15.43
16.01
11.24
12.67
10.33
5
10
2.62
2.76
12.99
8.61 4.05
0
0 Pretest Mean
Data Analysis
26.34
Pretest Mean
Posttest Adjusted Mean
Posttest Adjusted Mean
Pretest Mean
Posttest Adjusted Mean
Pretest Mean
Posttest Adjusted Mean
Picture Naming myIGDI-EL
The purpose of this study was to examine the effects of dialogic reading, with incorporation of pause time, on the language and preliteracy skills of preschool children with significant developmental disabilities.
Methods Participants
Design
• 42 Preschool children with significant developmental delays • 19 in 5 Inclusive Classrooms • 23 in 7 Self-Contained Classrooms • Primary language of English • Average PLS total score of 73.57 (11.63SD) • 33 males, 9 females
• Quasi-experimental group design • Children were assigned at classroom level to either “dialogic” or “controlled” reading (i.e., 50% of sample in each group) • Reading conducted by first author and one research assistant • Fidelity checks were conducted once weekly for both conditions
Johnson-Neyman Procedure
ANCOVA • PPVT-4 Raw Scores • EOWPVT-4 Raw & Standard Scores • GRTR-R • Picture Naming & ‘WODB’ subtests of my IGDI’s-EL • Expressive NearTransfer Vocab Assessment • Pretest scores and age served as covariates • Alpha level of .05
• Used when data did not meet assumption of Homogeneity of Slopes (HOS) • PPVT-4 Standard Scores • Receptive NearTransfer Vocab Assessment
Descriptive Data
Pearson Early Learning’s “Read Together, Talk Together” Program Kit 3 Picture books with 10 scripted prompts 5 prompts on vocabulary words, 5 prompts on general oral language 6 weeks, 3 times per week (i.e., 18 sessions total) Each book read for 2 weeks (i.e., 6 sessions per book) Small groups within classroom (e.g., 2-5 children per group)
12 10 8
• Classroom Characteristics • Student Characteristics • Teacher Characteristics
6 4
3.81
5.18
4.81
4.4
2 0 Pretest Mean
Posttest Adjusted Mean
Research Question Three: Preliteracy Skills GRTR-R 16
14.3
14 12
12.09
12.08
10.52
10 8 6 4 2 0 Pretest Mean
Posttest Adjusted Mean
Summary of Results & Implications for Teacher Preparation Summary of Results
Intervention
14
Implications for Teacher Preparation
Ø Significant differences between groups on receptive and expressive near transfer vocabulary words Ø No significant differences between groups on standardized and curriculum based assessment Ø Children learned words that were both specifically targeted and were not specifically targeted Ø This study adds to the empirical base that dialogic reading can be an
Ø Integrate dialogic reading strategies into daily routine of preschool instruction Ø Implement the PEER and CROWD strategies into daily book reading and language facilitation activities Ø Incorporate dynamic and ongoing assessment of individual students’ receptive and expressive language skills Ø Target vocabulary words and oral language skills to match level of individual students Ø Utilize repeated reads and provide prompts across daily activities, not only in book reading, to reinforce targeted skills Ø Employ daily data collection to monitor progress and make adjustments to prompts
effective strategy to promote vocabulary growth in children with
Ø Provide guidance for appropriate book selection
significant developmental delays.
Ø Allow “pause time” following prompts to facilitate children’s responses
Why Dialogic Reading?
Intervention Sample
Ø Communication skills in typical preschoolers account for a disproportionate amount of variance in their later academic and social skills (Kaiser, Cai, Hancock, & Foster, 2002). Ø Preschool children with disabilities often have significant deficits in their communication skills, including weaknesses in receptive and expressive vocabulary skills (Shevell et al., 2003), which contribute to persistent deficits in reading, writing, and pre-literacy skills (NICHD, 2005). Ø Intervention should occur early in life, have a strong empirical base, and take place in natural and inclusive settings (Odom & Wolery, 2003; Carlson, Bitterman, & Jenkins, 2012). Ø Dialogic reading has strong research and practical foundations in assisting typical children and those at risk to increase expressive vocabulary and oral language skills (Mol et al., 2009; Zevenbergen, Whitehurst, & Zevenbergen,
Results Research Question One: Receptive Language Skills
5 Target Vocabulary Words
Prompt for Vocabulary Word
Sink
Where are the pigs brushing their teeth? (At the sink)
Oatmeal
What are the pigs pouring in the sink? (Making oatmeal)
Lamp
What is next to the man’s chair? (A lamp)
2003).
Positive effect if pretest scores < 80.35 (n=13)c
Ø There is limited evidence exists for its use with children with disabilities
(Crain-Thorenson & Dale, 1999; Dale, CrainThorenson, & Notari-Syverson., 1996; Fleury, Miramontez, Hudson, & Schwartz, 2013; Hargrave & Senechal, 2000; Katims, 1994).
Parachute
Children
Adults
How are these pigs coming to the house? (By
Which One Doesn’t Belong (myIGDI-EL)
Piano
What instrument is this pig playing? (He is
14 12
playing a piano.)
10
Take on a more active role as adult prompting fades
8
6.48
6
2 0 Pretest Mean
EOWPVT-4
Comparison
45
100 90
81.43
40
87.29
85.95
85.81
35 30
70
Will using dialogic reading, with incorporation of pause time, promote the preliteracy skills of young children with disabilities?
3
Intervention
Near Transfer Expressive Vocabulary
80
2
Posttest Adjusted Mean
Research Question Two: Expressive Language Skills
Research Questions 1
5.65
4
Dialogic reading shifts the roles of the adult and child during shared story book reading. As opposed to typical shared-‐reading, where the adult is the reader and the child the listener, in dialogic reading, the child becomes the storyteller and the adult an active listener. (Zevenbergen, Whitehutest, & Zevenbergen, 2003)
Will using dialogic reading, with incorporation of pause time, promote the expressive language skills of young children with disabilities?
5.26
4.81
Positive effect if pretest scores < 9.78 (n=5); Ineffective if pretest scores > 21.67 (n=11) Unable to determine if pretest score between 9.78 and 21.67 (n=5)
Will using dialogic reading, with incorporation of pause time, promote the receptive language skills of young children with disabilities ?
Positive effect if pretest scores < 11.43 (n=12) Unable to determine if pretest score between 11.43 and 15 (n=9)
parachute)
What is Dialogic Reading? Encourage children to take a more active role by using a set of prompts
Positive effect if pretest scores < 39.05 (n=16) Unable to determine if pretest score between 39.05 and 45 (n=5)
25
60 50
20
40
15
30
10
20
17.04
15.43
16.01
11.24
12.67
10.33
5
10
2.62
2.76
12.99
8.61 4.05
0
0 Pretest Mean
Data Analysis
26.34
Pretest Mean
Posttest Adjusted Mean
Posttest Adjusted Mean
Pretest Mean
Posttest Adjusted Mean
Pretest Mean
Posttest Adjusted Mean
Picture Naming myIGDI-EL
The purpose of this study was to examine the effects of dialogic reading, with incorporation of pause time, on the language and preliteracy skills of preschool children with significant developmental disabilities.
Methods Participants
Design
• 42 Preschool children with significant developmental delays • 19 in 5 Inclusive Classrooms • 23 in 7 Self-Contained Classrooms • Primary language of English • Average PLS total score of 73.57 (11.63SD) • 33 males, 9 females
• Quasi-experimental group design • Children were assigned at classroom level to either “dialogic” or “controlled” reading (i.e., 50% of sample in each group) • Reading conducted by first author and one research assistant • Fidelity checks were conducted once weekly for both conditions
Johnson-Neyman Procedure
ANCOVA • PPVT-4 Raw Scores • EOWPVT-4 Raw & Standard Scores • GRTR-R • Picture Naming & ‘WODB’ subtests of my IGDI’s-EL • Expressive NearTransfer Vocab Assessment • Pretest scores and age served as covariates • Alpha level of .05
• Used when data did not meet assumption of Homogeneity of Slopes (HOS) • PPVT-4 Standard Scores • Receptive NearTransfer Vocab Assessment
Descriptive Data
Pearson Early Learning’s “Read Together, Talk Together” Program Kit 3 Picture books with 10 scripted prompts 5 prompts on vocabulary words, 5 prompts on general oral language 6 weeks, 3 times per week (i.e., 18 sessions total) Each book read for 2 weeks (i.e., 6 sessions per book) Small groups within classroom (e.g., 2-5 children per group)
12 10 8
• Classroom Characteristics • Student Characteristics • Teacher Characteristics
6 4
3.81
5.18
4.81
4.4
2 0 Pretest Mean
Posttest Adjusted Mean
Research Question Three: Preliteracy Skills GRTR-R 16
14.3
14 12
12.09
12.08
10.52
10 8 6 4 2 0 Pretest Mean
Posttest Adjusted Mean
Summary of Results & Implications for Teacher Preparation Summary of Results
Intervention
14
Implications for Teacher Preparation
Ø Significant differences between groups on receptive and expressive near transfer vocabulary words Ø No significant differences between groups on standardized and curriculum based assessment Ø Children learned words that were both specifically targeted and were not specifically targeted Ø This study adds to the empirical base that dialogic reading can be an
Ø Integrate dialogic reading strategies into daily routine of preschool instruction Ø Implement the PEER and CROWD strategies into daily book reading and language facilitation activities Ø Incorporate dynamic and ongoing assessment of individual students’ receptive and expressive language skills Ø Target vocabulary words and oral language skills to match level of individual students Ø Utilize repeated reads and provide prompts across daily activities, not only in book reading, to reinforce targeted skills Ø Employ daily data collection to monitor progress and make adjustments to prompts
effective strategy to promote vocabulary growth in children with
Ø Provide guidance for appropriate book selection
significant developmental delays.
Ø Allow “pause time” following prompts to facilitate children’s responses
