東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Repeated reading and augmentative an...

Edmister, Evette.

Linked to FindBook

Google Book

Amazon

博客來

Repeated reading and augmentative and alternative communication.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Repeated reading and augmentative and alternative communication./
Author:	Edmister, Evette.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2007,
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6357.
Contained By:	Dissertation Abstracts International67-11B.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3243528
ISBN:	9780542994289

Repeated reading and augmentative and alternative communication.
Edmister, Evette.

Repeated reading and augmentative and alternative communication. - Ann Arbor : ProQuest Dissertations & Theses, 2007 - 121 p.

Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6357.

Thesis (Ph.D.)--University of Kansas, 2007.

This multiple baseline single participant AB research measured the effects of repeatedly reading narrative books to children who used voice output augmentative communication devices to communicate. A qualitative research component was also incorporated to determine if changes in literacy activities and interests were observed after daily literacy participation. Three girls ranging in age from 7 years-old to 9 years-old listened to a different illustrated narrative book during each baseline session. During the intervention phase, a single illustrated book was read repeatedly to each child for six sessions then a second illustrated book was read repeatedly for an additional six sessions for a total of twelve intervention sessions. Videotapes of the sessions were transcribed, coded, and analyzed to determine the number and types of turns observed during the storybook readings.

ISBN: 9780542994289Subjects--Topical Terms:

520446
Speech therapy.

Repeated reading and augmentative and alternative communication.
LDR:03143nmm a2200289 4500 001 2123762
005 20171009134018.5
008 180830s2007 ||||||||||||||||| ||eng d
020 $a 9780542994289
035 $a (MiAaPQ)AAI3243528
035 $a AAI3243528
040 $a MiAaPQ $c MiAaPQ
100 1 $a Edmister, Evette. $3 3285704
245 1 0 $a Repeated reading and augmentative and alternative communication.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2007
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6357.
500 $a Advisers: Jane R. Wegner; Hugh Catts.
502 $a Thesis (Ph.D.)--University of Kansas, 2007.
520 $a This multiple baseline single participant AB research measured the effects of repeatedly reading narrative books to children who used voice output augmentative communication devices to communicate. A qualitative research component was also incorporated to determine if changes in literacy activities and interests were observed after daily literacy participation. Three girls ranging in age from 7 years-old to 9 years-old listened to a different illustrated narrative book during each baseline session. During the intervention phase, a single illustrated book was read repeatedly to each child for six sessions then a second illustrated book was read repeatedly for an additional six sessions for a total of twelve intervention sessions. Videotapes of the sessions were transcribed, coded, and analyzed to determine the number and types of turns observed during the storybook readings.
520 $a Increases in turns, both quantity and types, were observed when the results of the study were viewed broadly. When the results were viewed narrowly, excluding the first read of each book in the intervention phase and considering only the stable baseline data points for comparison, the increases were less. Participants 2 and 3 took more turns during the repeated reading. Participant 1 did not exhibit as great a difference in number of turns taken between the reading of different books and repeated reading. Participants 2 and 3 exhibited an increase in maintaining or nonobligatory turns when the storybooks were read repeatedly especially in the first three repeated reading. Participant 1 exhibited an increase in responses or obligatory turns. Initiations and questions were infrequent and increased minimally when books were read repeatedly. Two of the participants showed an increased interest in literacy activities such as writing, word/sound games, and self-selecting books they wanted to read during story time after participating in the study. While there were differences among participants, all three were observed to make more attempts to answer comprehension questions and to begin to bring up information from previous readings. Repeated exposure to the stories appeared to have some positive impact for the children in this study.
590 $a School code: 0099.
650 4 $a Speech therapy. $3 520446
690 $a 0460
710 2 $a University of Kansas. $3 626626
773 0 $t Dissertation Abstracts International $g 67-11B.
790 $a 0099
791 $a Ph.D.
792 $a 2007
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3243528