Abstract

This study examined the effects of a multi-component intervention program (i.e., extended instruction and iPad app technology) on preschool children's vocabulary. Instruction utilizing the intervention program was provided across 6 storybooks, 4 verbs per book, for a total of 24 verbs. Dependent variables included expressive vocabulary, definitions/examples, and generalization. A repeated acquisition (RA) design was used across six participants. There were increases across all participants from pretest to posttest for the expressive vocabulary and definition/examples measures. In addition, participants were able to generalize knowledge to novel images, both expressively and receptively. Implications for research and practice are provided.

Citation

Dennis, L.R. (2016). The Effects of a Multi-Component Intervention on Preschool Children's Literacy Skills. Topics in Early Childhood Special Education, 36(1), 15-29. Retrieved August 10, 2024 from https://www.learntechlib.org/p/193066/.

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Keywords

• Computer Oriented Programs
• Definitions
• early intervention
• educational technology
• Expressive Language
• Fidelity
• Generalization
• Handheld Devices
• Interrater Reliability
• Language Acquisition
• literacy
• Multimedia Materials
• Outcomes of Education
• Preschool Children
• Pretests Posttests
• Prompting
• Receptive Language
• Story Reading
• Verbs
• Vocabulary Development
• Vocabulary Skills
• Word Recognition