What question did this study set out to answer?

The research aims to determine the effectiveness of repeated storybook reading and explicit instruction for teaching vocabulary to preschoolers with hearing loss.

June 2, 2015Infants & Young Children

Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers With Hearing Loss

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Authors

JBJonna BobzienOld Dominion University CRCorrin RichelsDominion University College KSKathryn SchwartzDominion University College

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Implication

Randomized trial demonstrates effective vocabulary acquisition in preschoolers with hearing loss, suggesting enhanced literacy skills empowerment.

Key Points

The research aims to determine the effectiveness of repeated storybook reading and explicit instruction for teaching vocabulary to preschoolers with hearing loss.
Multiple baseline design across 4 children
Repeated storybook reading paired with explicit teacher instruction
Measurement of vocabulary acquisition and retention over 2–4 weeks post-intervention
All children acquired the instructional vocabulary words successfully
Demonstrated generalization of vocabulary in a novel context
Low rate of learning for vocabulary not explicitly taught across 5 books

Cite This Study

Bobzien et al. (2015) studied this question.

synapsesocial.com/papers/6a025af1f9afaf351d69b404 https://doi.org/10.1097/iyc.0000000000000039

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Implication

Randomized trial demonstrates effective vocabulary acquisition in preschoolers with hearing loss, suggesting enhanced literacy skills empowerment.

Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers With Hearing Loss

Discussion

Member takes

Implication

Key Points

Cite This Study

Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers With Hearing Loss

Discussion

Member takes

Implication

Key Points

Cite This Study

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