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KMID : 1036820240290010014
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Communication Sciences & Disorders
2024 Volume.29 No. 1 p.14 ~ p.27
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The Effect of Online Bilingual Shared Book Reading on Vocabulary Learning for Korean-English Bilingual Children
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Cho Ye-Rim
Yim Dong-Sun
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Abstract
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Objectives: The purpose of this study was to investigate the effects of a bilingual shared book reading intervention on vocabulary learning for Korean-English bilingual children with and without developmental language disorder (DLD).
Methods: A total of 16 Korean_English bilingual children aged 4-6 (9 typically developing children and 7 children with DLD) participated in this study. Participants participated in a bilingual shared book reading intervention using bridging to L1 techniques twice a week for 3 weeks, for a total of 6 sessions. Korean, English, and conceptual receptive vocabulary, expressive vocabulary, and expressive definitions were assessed at pre and post tests to examine the effect of the intervention on vocabulary learning.
Results: First, there was a statistically significant in_crease between pre-test and post-test results on all measures of Korean, English, and conceptually scored receptive vocabulary, expressive vocabulary, and expressive definitions for typically developing children. Second, there was a statistically significant increase between pre-test and post-test results on measures of Korean receptive vocabulary, English receptive and expressive vocabulary, and conceptually scored receptive and expressive vocabulary for children with DLD.
Conclusion: These results provide preliminary evidence that bilingual shared book reading is an effective method of vocabulary intervention for Korean-English bilingual children with and without DLD.
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KEYWORD
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Bilingual shared book reading, Vocabulary intervention, Korean-English bilingual children, Bilingual intervention
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