دورية أكاديمية
Small-Group Vocabulary Intervention Combining Elements from Shared Book Reading and the Lexicon Pirate Method -- A Pilot Study of Multilingual Children with Speech, Language and Communication Needs
| العنوان: | Small-Group Vocabulary Intervention Combining Elements from Shared Book Reading and the Lexicon Pirate Method -- A Pilot Study of Multilingual Children with Speech, Language and Communication Needs |
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| اللغة: | English |
| المؤلفون: | Simon Sundström (ORCID |
| المصدر: | Child Language Teaching and Therapy. 2024 40(2):197-212. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Small Group Instruction, Vocabulary, Intervention, Multilingualism, Children, Speech Impairments, Language Impairments, Communication Disorders, Reading, Socioeconomic Background, Low Income Students, Foreign Countries, Preschool Education, Pretests Posttests, Comprehension, Reading Fluency, Story Reading, Reading Aloud to Others, Word Recognition |
| مصطلحات جغرافية: | Sweden |
| DOI: | 10.1177/02656590231215955 |
| تدمد: | 0265-6590 1477-0865 |
| مستخلص: | Multilingual children living in areas with low socioeconomic status (SES) are at an increased risk of having speech, language and communication needs (SLCN). Many multilingual children with SLCN in Sweden have insufficient basic vocabulary knowledge in the majority language, preventing them from achieving the school's learning goals. However, there is a lack of studies of interventions that could improve vocabulary development in this group, and that can be delivered in an everyday educational setting. This pilot study evaluates the effect of a school-based vocabulary group intervention, which combines elements from shared book reading and the Lexicon Pirate method, on vocabulary skills. A non-randomised pretest-posttest control group design was used. Eighteen six- to seven-year-old multilingual children attending preschool class in low SES areas either received intervention (n = 9) or were included in a control group (n = 9). The intervention group participated in 12 intervention sessions over six weeks. Word knowledge, semantic fluency, and comprehension of semantic relations were assessed pre- and post-intervention. Results revealed that children in the intervention group demonstrated significant gains in knowledge of both trained and untrained words, compared to the control group. No effects were found on semantic fluency or comprehension of semantic relations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1425715 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0265-6590 1477-0865 |
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| DOI: | 10.1177/02656590231215955 |