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The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children's Learning of Vocabulary
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대화식 책읽기에서 세 가지 질문하기 전략이 언어발달지연 아동과 일반 아동의 어휘 학습에 미치는 영향

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Type
Academic journal
Author
Miseon Chae (이화여자대학교 대학원 언어병리학과) Dongsun Yim (이화여자대학교 대학원 언어병리학과)
Journal
The Korean Academy of Speech-Language Pathology and Audiology Communication Sciences and Disorders Communication Sciences and Disorders Vol.27 No.1 KCI Accredited Journals
Published
2022.3
Pages
27 - 49 (23page)

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The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children's Learning of Vocabulary
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Research history (2)

2022

The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children’s Learning of Vocabulary
Miseon Chae ,  Dongsun Yim Communication Sciences and Disorders 2022.03 Academic journal
The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children’s Learning of Receptive·Expressive Vocabulary and Definition
채미선 언어병리학과 2022.01 Thesis
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Objectives: The purpose of this study was to compare and examine the children’s performance between Language Delayed (LD) and Typically Developed (TD) children in vocabulary learning tests (expressive, receptive, definition) across three-reading strategies (eliciting question, non-eliciting question, decontextualized question) in adult-child book reading assessment. Methods: A total of 22 children (12 children with LD and 10 TD children) aged 4 to 5 years participated in this study. The participants performed vocabulary learning tests (expressive, receptive, definition) across 3 reading strategies after 8 reading sessions. Results: LD children received significantly lower scores than TD children on expressive · receptive vocabulary learning and definition tasks. Moreover, in the case of expressive vocabulary, there was no significant group difference in eliciting questions. In addition, in the definition task, the group difference according to strategies was greater when using the decontextualized questions, than when using the non-eliciting questions. Conclusion: It turned out that children with LD have difficulties in receptive · expressive vocabulary learning and definition. Also, it was remarkable that the pattern of relationship between these performances was different in each group. In particular, TD children scored the highest in expressive vocabulary learning under the decontextualized question strategy, whereas in the case of children with LD, they scored the highest under the eliciting question strategy. It suggests that the necessity for mediation of non-experts, such as parents or caregivers, plays an important role in word learning and intervening for children with LD through educating and using an effective reading strategy.
#핵심어: 대화식 책읽기 #상호작용적 책읽기 #질문하기 전략 #어휘 학습 #학령전기 아동 #Keywords: Interactive book reading #Dialogic book reading #Reading strategies #Vocabulary learning #Preschoolers

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