Pubblicazioni

Designing, implementing, and evaluating shared book reading interventions with preschoolers with language impairment  (2014)

Autori:
Lavelli M.
Titolo:
Designing, implementing, and evaluating shared book reading interventions with preschoolers with language impairment
Anno:
2014
Tipologia prodotto:
Abstract in Atti di convegno
Tipologia ANVUR:
Abstract in Atti di convegno
Nazioni degli autori:
ITALIA
Lingua:
Inglese
Formato:
Elettronico
Titolo del Convegno:
13th International Congress for the Study of Child Language
Luogo:
Amsterdam
Periodo:
July 19-24
Intervallo pagine:
163-164
Parole chiave:
language impairment (LI), preschool children, intervention programs, shared book reading
Breve descrizione dei contenuti:
The impact of shared book-reading interventions on language and emergent literacy skills is well documented for typically developing children, but shown to be more variable for children with language impairment (LI). Critical issues related to this variability are: (a) the effectiveness of shared reading strategies used with children with LI (e.g., strategies that are effective in facilitating these children's conversational participation are not equally effective in increasing their vocabulary and MLU), and (b) the effectiveness of parent-based interventions (e.g., because of differences across parents in program implementation, and their difficulties in scaffolding children who provide little verbal input). The symposium addresses these issues through four studies relying on different research paradigms--including longitudinal case study, observational and experimentally controlled designs--, and a contribution for the discussion, all implemented in different countries (Germany, UK, Italy, USA). The first two papers contribute to design shared book-reading interventions with language-impaired children by showing that reading repeatedly a story with new words is a promising strategy for word learning also in children with SLI (paper 1), and by presenting a tool for examining parent-child interactions during picture-book reading (paper 2). The third and fourth papers evaluate the impacts of shared book-reading interventions implemented by parents (paper 3) and by teachers and parents (paper 4) of children with LI on children's conversational participation and oral language skills, and print-knowledge, respectively. Finally, the last paper contributes to the discussion by raising methodological issues about the recruitment of participants in book sharing interventions. Taken together, these papers provide new evidence of effectiveness of some shared reading strategies on specific skills of language-impaired children. They show that the effectiveness of parent-based interventions varies according to aims and subgroups of children, suggesting the benefit of engaging parents and teachers in shared book-reading interventions complementing speech-language therapy.
Pagina Web:
http://www.iascl2014.org /scientific-program/ Symposia_Final.pdf.
Id prodotto:
86083
Handle IRIS:
11562/777763
depositato il:
22 agosto 2014
ultima modifica:
2 novembre 2016
Citazione bibliografica:
Lavelli M., Designing, implementing, and evaluating shared book reading interventions with preschoolers with language impairment  in Symposia Final.pdfAtti di "13th International Congress for the Study of Child Language" , Amsterdam , July 19-24 , 2014pp. 163-164

Consulta la scheda completa presente nel repository istituzionale della Ricerca di Ateneo IRIS

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Titolo Dipartimento Responsabili
Continuazione PRIN 'Gesti e parole nella lettura congiunta con bambini con ritardo/disturbo specifico di linguaggio: dall’analisi dell’interazione all’intervento di promozione di strategie conversazionali efficaci (PRIN 2008: 2010-2012)' focalizzata sulla valutazione e l'implementazione dell'intervento Dipartimento Scienze Umane Manuela Lavelli
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