Early Childhood Practitioners' Use of Language Facilitation Strategies During Informational Book Reading: Relation to Language Skills of Children With Developmental Language Disorder.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Language Speech and Hearing Services in Schools Pub Date : 2025-01-08 DOI:10.1044/2024_LSHSS-23-00141

Ying Guo, Allison Breit, Yanli Xie

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Abstract

Purpose: The primary aim of the study was to examine the association between early childhood practitioners' use of language facilitation strategies during interactive book reading of informational texts related to science and the language skills of preschool children with developmental language disorder (DLD).

Method: Twenty-four practitioners (12 early childhood special education teachers and 12 speech-language pathologists) and 33 preschoolers with DLD participated. Practitioners received training and implemented an informational book-reading intervention for 19 weeks. Practitioners' use of language facilitation strategies (i.e., activating thinking by setting the informational text structure, asking target questions, asking inferential questions, and providing support) was coded using an observational tool. Children with DLD were assessed with a battery of language assessments at pre- and post-intervention.

Results: Providing support significantly predicted the receptive academic vocabulary and receptive understanding of signal words of preschoolers with DLD. Practitioners asking target questions (direct questions related to targeted academic vocabulary and signal words) significantly predicted the receptive academic vocabulary of preschoolers with DLD. By contrast, these two types of language facilitation strategies were not related to expressive academic vocabulary or signal words. The other language facilitation strategies (i.e., activating thinking by setting the informational text structure and asking inferential questions) did not contribute to receptive or expressive academic vocabulary or signal words.

Conclusion: Our findings suggest that asking direct questions and providing support may be effective mechanisms for supporting children's understanding of academic vocabulary and signal words during interactive book reading of informational texts.

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幼儿教师在信息阅读中使用语言促进策略：与发展性语言障碍儿童语言技能的关系

目的：本研究的主要目的是探讨幼儿教师在互动阅读科学类信息文本时使用语言促进策略与学龄前发育性语言障碍儿童语言技能之间的关系。方法：24名从业人员（12名幼儿特殊教育教师和12名语言病理学家）和33名DLD学龄前儿童参与。从业人员接受了培训，并实施了为期19周的信息阅读干预。使用观察工具对从业者使用语言促进策略（即通过设置信息文本结构、提出目标问题、提出推理问题和提供支持来激活思维）进行编码。在干预前和干预后对患有DLD的儿童进行了一系列语言评估。结果：提供支持对DLD学龄前儿童的接受性学术词汇和信号词的接受性理解有显著的预测作用。实践者提出的目标问题（与目标学术词汇和信号词相关的直接问题）显著预测了DLD学龄前儿童的学术词汇接受性。相比之下，这两种类型的语言促进策略与表达性学术词汇或信号词无关。其他语言促进策略（即通过设置信息文本结构和提出推理问题来激活思维）对接受性或表达性学术词汇或信号词没有贡献。结论：直接提问和提供支持是促进幼儿在信息文本互动阅读过程中对学术词汇和信号词理解的有效机制。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.