The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language delays. However, there is limited research indicating the effectiveness of dialogic reading on children with moderate to severely delayed language skills. The participants in this single-case, multiple baseline across participants designed study received four weeks of individual dialogic reading intervention which was intended to increase their expressive vocabulary skills of a near-transfer vocabulary word list. The results revealed that all three participants demonstrated a significant increase in expressive vocabulary of the near-transfer vocabulary list.

本研究的目的是调查对话阅读对中度至重度表达障碍儿童表达词汇技能的影响。先前的研究表明，对话式阅读对正常发育的儿童和有语言延迟风险的儿童的语言技能有积极影响。然而，很少有研究表明对话式阅读对语言技能中度至重度延迟的儿童的有效性。在这个单一案例、跨参与者设计研究的多个基线中，参与者接受了为期 4 周的个人对话阅读干预，旨在提高他们在近转移词汇表中的表达词汇技能。