ABSTRACT

The purpose of this study is to examine the effectiveness of cumulative repeated storybook reading (CRSR) on word production in children with developmental disabilities (DD). Three children with DD whose ages ranged from 3 years 9 months to 6 years took part in the study, which utilised a multiple-probe across subjects design. Storybook reading was implemented with repetition and the cumulative use of scaffolding strategies, such as expanding, modelling, open-ended questions, and phonological recasting. Research data was collected by using a vocabulary checklist. The results indicate that CSRS was effective for children with DD in regard to producing and maintaining words indicating names and actions.

摘要

本研究的目的是检验累积重复故事书阅读 (CRSR) 对发育障碍 (DD) 儿童单词产生的有效性。三名年龄在 3 岁 9 个月至 6 岁之间的 DD 儿童参加了这项研究，该研究采用了跨学科设计的多探针。故事书阅读是通过重复和累积使用脚手架策略来实施的，例如扩展、建模、开放式问题和语音重铸。通过使用词汇清单收集研究数据。结果表明，CSRS 对于 DD 儿童在生成和维护表示名称和行为的单词方面是有效的。