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Utilizing contrast words within repeated storybook reading to address speech sound production in preschool children with speech and language impairment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Utilizing contrast words within repeated storybook reading to address speech sound production in preschool children with speech and language impairment./
作者:	Credeur-Pampolina, Maggie Elaine.
面頁冊數:	1 online resource (52 pages)
附註:	Source: Masters Abstracts International, Volume: 73-06.
Contained By:	Masters Abstracts International73-06.
標題:	Communication. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1504241click for full text (PQDT)
ISBN:	9781124974316

Utilizing contrast words within repeated storybook reading to address speech sound production in preschool children with speech and language impairment.
Credeur-Pampolina, Maggie Elaine.

Utilizing contrast words within repeated storybook reading to address speech sound production in preschool children with speech and language impairment. - 1 online resource (52 pages)

Source: Masters Abstracts International, Volume: 73-06.

Thesis (M.S.)--Lamar University - Beaumont, 2010.

Includes bibliographical references

Considering language impairments are the most common childhood disability (Law, Parkinson, & Tamhe, 2000), and within this population may be found a large group who present with disordered speech and language (Shriberg & Kwiatowski, 1994; Tyler & Watterson, 1991), there is a need for intervention approaches that effectively and efficiently address speech and language simultaneously. Repeated storybook reading in conjunction with scaffolding techniques has been found to successfully address language impairment in children. Camarata (1993) suggested that naturalistic conversational training, such as RSR, is not only an effective method to train speech sound production, but that the correct production generalized to conversational speech outside of the training context. The purpose of this study was to investigate an intervention approach for preschool children with speech and language impairment using a multiple-baseline across participants design. The intervention approach used cloze procedures, cloze procedures with expansion, modeling, and contrast words during repeated storybook reading. Data collected over a baseline phase, treatment phase and post-treatment phase provided evidence that change in speech sound production occurred following the initiation of treatment. Changes in phonological error patterns were observed in two of the participants. Associations between intervention approach and outcome measures were identified.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781124974316Subjects--Topical Terms:

524709
Communication.
Index Terms--Genre/Form:

542853
Electronic books.

Utilizing contrast words within repeated storybook reading to address speech sound production in preschool children with speech and language impairment.
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504 $a Includes bibliographical references
520 $a Considering language impairments are the most common childhood disability (Law, Parkinson, & Tamhe, 2000), and within this population may be found a large group who present with disordered speech and language (Shriberg & Kwiatowski, 1994; Tyler & Watterson, 1991), there is a need for intervention approaches that effectively and efficiently address speech and language simultaneously. Repeated storybook reading in conjunction with scaffolding techniques has been found to successfully address language impairment in children. Camarata (1993) suggested that naturalistic conversational training, such as RSR, is not only an effective method to train speech sound production, but that the correct production generalized to conversational speech outside of the training context. The purpose of this study was to investigate an intervention approach for preschool children with speech and language impairment using a multiple-baseline across participants design. The intervention approach used cloze procedures, cloze procedures with expansion, modeling, and contrast words during repeated storybook reading. Data collected over a baseline phase, treatment phase and post-treatment phase provided evidence that change in speech sound production occurred following the initiation of treatment. Changes in phonological error patterns were observed in two of the participants. Associations between intervention approach and outcome measures were identified.
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538 $a Mode of access: World Wide Web
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