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Repeated reading and augmentative an...

Edmister, Evette.

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Repeated reading and augmentative and alternative communication.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Repeated reading and augmentative and alternative communication./
作者:	Edmister, Evette.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2007,
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6357.
Contained By:	Dissertation Abstracts International67-11B.
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3243528
ISBN:	9780542994289

Repeated reading and augmentative and alternative communication.
Edmister, Evette.

Repeated reading and augmentative and alternative communication. - Ann Arbor : ProQuest Dissertations & Theses, 2007 - 121 p.

Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6357.

Thesis (Ph.D.)--University of Kansas, 2007.

This multiple baseline single participant AB research measured the effects of repeatedly reading narrative books to children who used voice output augmentative communication devices to communicate. A qualitative research component was also incorporated to determine if changes in literacy activities and interests were observed after daily literacy participation. Three girls ranging in age from 7 years-old to 9 years-old listened to a different illustrated narrative book during each baseline session. During the intervention phase, a single illustrated book was read repeatedly to each child for six sessions then a second illustrated book was read repeatedly for an additional six sessions for a total of twelve intervention sessions. Videotapes of the sessions were transcribed, coded, and analyzed to determine the number and types of turns observed during the storybook readings.

ISBN: 9780542994289Subjects--Topical Terms:

520446
Speech therapy.

Repeated reading and augmentative and alternative communication.
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500 $a Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6357.
500 $a Advisers: Jane R. Wegner; Hugh Catts.
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520 $a This multiple baseline single participant AB research measured the effects of repeatedly reading narrative books to children who used voice output augmentative communication devices to communicate. A qualitative research component was also incorporated to determine if changes in literacy activities and interests were observed after daily literacy participation. Three girls ranging in age from 7 years-old to 9 years-old listened to a different illustrated narrative book during each baseline session. During the intervention phase, a single illustrated book was read repeatedly to each child for six sessions then a second illustrated book was read repeatedly for an additional six sessions for a total of twelve intervention sessions. Videotapes of the sessions were transcribed, coded, and analyzed to determine the number and types of turns observed during the storybook readings.
520 $a Increases in turns, both quantity and types, were observed when the results of the study were viewed broadly. When the results were viewed narrowly, excluding the first read of each book in the intervention phase and considering only the stable baseline data points for comparison, the increases were less. Participants 2 and 3 took more turns during the repeated reading. Participant 1 did not exhibit as great a difference in number of turns taken between the reading of different books and repeated reading. Participants 2 and 3 exhibited an increase in maintaining or nonobligatory turns when the storybooks were read repeatedly especially in the first three repeated reading. Participant 1 exhibited an increase in responses or obligatory turns. Initiations and questions were infrequent and increased minimally when books were read repeatedly. Two of the participants showed an increased interest in literacy activities such as writing, word/sound games, and self-selecting books they wanted to read during story time after participating in the study. While there were differences among participants, all three were observed to make more attempts to answer comprehension questions and to begin to bring up information from previous readings. Repeated exposure to the stories appeared to have some positive impact for the children in this study.
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