Teaching At-Risk Toddlers New Vocabulary Using Interactive Digital Storybooks

Purpose: The purpose of this study was to examine the effects of extending interactive shared book reading strategies to digital interactive books. Specifically, children's comprehension and production of new vocabulary words was explored by incorporating evidence-based teaching strategies in e-book reading sessions. Method: A single-case repeated-acquisition design across 3 e-books with replication across 5 par- ticipants was used to evaluate the effects of the vocabulary intervention. The participants included 5 children between 25 and 36 months of age who attended an Early Head Start program. The inter- ventionist used a combination of interactive shared book reading strategies and digital interactive fea- tures within e-book reading sessions. Each e-book was shared 3 times before progressing to the next e-book. nomic status (SES) backgrounds have slower rates of vocabulary acquisition compared to children from higher SES backgrounds (e.g., Dollaghan et al., 1999; Gormley & Ruhl, 2005; Hart & Risley, 1995). The No Child Left Behind Act of 2001 (PL 107-110) and the reauthorization of the Individuals with Disabilities Education Act (2004), as well as newer initiatives such as Race to the Top, have increased the focus on all children meeting specific educational outcomes. These initiatives highlight the importance of address- ing predictive skills for later academic success early