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Joint Engagement in Children With FXS (Hahn et al., 2016) ...
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Joint Engagement in Children With FXS (Hahn et al., 2016) ...
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Word Retrieval Difficulty in Adult Females with the FMR1 Premutation: Changes Over Time and Across Contexts
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In: Brain Cogn (2021)
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The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
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Abstract:
Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation. Method: Thirty-four kindergarten children with DLD (aged 5;0–6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study (Storkel, Voelmle, et al., 2017) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a definition task prior to, during, and after treatment. Results: Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores. Conclusion: When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach.
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URL: https://orcid.org/ 0000-0001-5962-4596
http://hdl.handle.net/1808/31892
https://orcid.org/ 0000-0001-9265-5335
https://doi.org/10.1044/2019_LSHSS-VOIA-18-0131
https://orcid.org/ 0000-0003-3113-8937
https://orcid.org/ 0000-0002-1493-4862
https://orcid.org/ 0000-0001-6533-6224
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The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
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