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An enhanced dialogic reading approac...

Davis, Sheri E.

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An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills./
Author:	Davis, Sheri E.
Description:	80 p.
Notes:	Source: Masters Abstracts International, Volume: 42-05, page: 1707.
Contained By:	Masters Abstracts International42-05.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1418636

An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills.
Davis, Sheri E.

An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills. - 80 p.

Source: Masters Abstracts International, Volume: 42-05, page: 1707.

Thesis (M.S.)--East Tennessee State University, 2004.

This study investigated an enhanced dialogic reading (DR) approach in facilitating emergent literacy skills in typically developing preschool children. Eight children from a Title One preschool and their parents participated in five weekly 90-minute training sessions that focused on phonological awareness, print awareness, and alphabet knowledge. First order effects were examined in parent questioning and interaction behaviors on pre- and post-training videotapes. Second order effects were examined in the children's outcomes from pre- to posttesting of preliteracy, speech, and language skills. Results indicated that parents made significant increases in their initiations and responses and a significant decrease in their Mean Length of Turns. Second order effects were obtained in children's significant increases in responses during storybook reading, as well as in their preliteracy skills. With the exception of MLU, there were no differences in children's oral language, speech, or receptive language skills, which support the modularity of emergent literacy skills.Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills.
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008 130614s2004 eng d
035 $a (UnM)AAI1418636
035 $a AAI1418636
040 $a UnM $c UnM
100 1 $a Davis, Sheri E. $3 1950671
245 1 3 $a An enhanced dialogic reading approach to facilitate typically developing pre-school children's emergent literacy skills.
300 $a 80 p.
500 $a Source: Masters Abstracts International, Volume: 42-05, page: 1707.
500 $a Chair: A. Lynn Williams.
502 $a Thesis (M.S.)--East Tennessee State University, 2004.
520 $a This study investigated an enhanced dialogic reading (DR) approach in facilitating emergent literacy skills in typically developing preschool children. Eight children from a Title One preschool and their parents participated in five weekly 90-minute training sessions that focused on phonological awareness, print awareness, and alphabet knowledge. First order effects were examined in parent questioning and interaction behaviors on pre- and post-training videotapes. Second order effects were examined in the children's outcomes from pre- to posttesting of preliteracy, speech, and language skills. Results indicated that parents made significant increases in their initiations and responses and a significant decrease in their Mean Length of Turns. Second order effects were obtained in children's significant increases in responses during storybook reading, as well as in their preliteracy skills. With the exception of MLU, there were no differences in children's oral language, speech, or receptive language skills, which support the modularity of emergent literacy skills.
590 $a School code: 0069.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Speech Communication. $3 1017408
690 $a 0460
690 $a 0518
690 $a 0459
710 2 0 $a East Tennessee State University. $3 1017802
773 0 $t Masters Abstracts International $g 42-05.
790 1 0 $a Williams, A. Lynn, $e advisor
790 $a 0069
791 $a M.S.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1418636