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KMID : 1036820160210010084
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Communication Sciences & Disorders
2016 Volume.21 No. 1 p.84 ~ p.97
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The Effects of ‘Dialogic Reading’ on Story Retelling of Children with Language Disabilities at Ages 6 and 7
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Kang Young-Hee
Hong Gyung-Hun
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Abstract
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Objectives: The purpose of the present study was to investigate the effects of ‘dialogic reading’ strategies on the story retelling of children with language disabilities.
Methods: Participants were 3 children with language disabilities at ages 6 to 7. Data was collected for 3 baseline, 16 experimental, and 3 follow-up sessions. PEER (Prompt, Evaluate, Expand, and Repeat) strategies of ‘dialogic reading’ were used to prompt the expressive responses of the children while reading a book. Analyzed variables were ‘story grammar’ and ‘properties of story grammar’ for macrostructure and total number of T-units, total number of words (TNW), mean length of T-unit-word (MLT-w), clausal density and subordinate clauses for microstructure of narratives.
Results: For all participants all variables of story retelling increased through the experimental phase and were maintained in the follow-up phase. In terms of macrostructure, ‘character’, ‘initiating event’, ‘plan’, and ‘consequence’ showed especially large increases. In addition, ‘internal response’ and ‘attempt’, which were rarely seen in baseline, were observed with increasing frequency. All microstructure variables showed rapid increases during the intervention period.
Conclusion: The strategies of ‘dialogic reading’ revealed strong effects on both the macrostructure and microstructure of story retelling of children with language disabilities at ages 6 and 7.
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KEYWORD
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Dialogic-reading, Children with developmental language delays, Story retelling, Story grammar, T-unit, Subordinate clause
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