Effectiveness of Cumulative Repeated Storybook Reading on Word Production in Children with Developmental Disabilities

Doğanay Bilgi A., Ozmen E. R.

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, vol.69, no.6, pp.2042-2058, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 69 Issue: 6
  • Publication Date: 2022
  • Doi Number: 10.1080/1034912x.2020.1843606
  • Journal Name: INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo, Sociological abstracts
  • Page Numbers: pp.2042-2058
  • Keywords: Developmental disability, language intervention, storybook reading, vocabulary, word acquisition, PRESCHOOL-CHILDREN, WORKING-MEMORY, YOUNG-CHILDREN, ACQUISITION, INTERVENTION, COMMUNICATION, CLOZE
  • Gazi University Affiliated: Yes

Abstract

The purpose of this study is to examine the effectiveness of cumulative repeated storybook reading (CRSR) on word production in children with developmental disabilities (DD). Three children with DD whose ages ranged from 3 years 9 months to 6 years took part in the study, which utilised a multiple-probe across subjects design. Storybook reading was implemented with repetition and the cumulative use of scaffolding strategies, such as expanding, modelling, open-ended questions, and phonological recasting. Research data was collected by using a vocabulary checklist. The results indicate that CSRS was effective for children with DD in regard to producing and maintaining words indicating names and actions.