2015
DOI: 10.1044/lle22.4.131
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Teaching New Words to Children With Specific Language Impairment Using Interactive Book Reading

Abstract: This article will review the evidence base for interactive book reading to facilitate new word learning for preschool and school age children. Methods from an ongoing clinical trial of interactive book reading will be described to illustrate how this treatment approach can be delivered at a high intensity to children with specific language impairment (SLI). Preliminary results from this clinical trial indicate that children with SLI need a modified intensity that is three times higher than their same-age peers. Show more

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Cited by 8 publications
(10 citation statements)
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“…Portions of the data were presented previously at the 2015 Kansas Speech-Language-Hearing Association Convention, the 2015 Annual Convention of the American Speech-LanguageHearing Association, and the 2015 Symposium for Research in Child Language Disorders. Clinical application of the methods and findings was described previously in Voelmle and Storkel (2015) and Komesidou and Storkel (2015).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Portions of the data were presented previously at the 2015 Kansas Speech-Language-Hearing Association Convention, the 2015 Annual Convention of the American Speech-LanguageHearing Association, and the 2015 Symposium for Research in Child Language Disorders. Clinical application of the methods and findings was described previously in Voelmle and Storkel (2015) and Komesidou and Storkel (2015).…”
Section: Discussionmentioning
confidence: 99%
“…Note that the form of the word-in this case, past tense (i.e., decided )-is used consistently throughout the treatment so that the child does not have to recognize consistency across changing forms (e.g., decide, deciding, decided). An additional example and further details are provided in Voelmle and Storkel (2015). Administration of the treatment was supported by printed scripts, which are available in the KU ScholarWorks archive (see the Treatment and Naming Scripts file).…”
Section: Treatment Formmentioning
confidence: 99%
“…The treatment is described in greater detail in Storkel et al (2017) and Voelmle and Storkel (2015). Likewise, some of the treatment materials (i.e., treatment stimuli, treatment scripts, treatment schedules) are available in the KU ScholarWorks archive at http://hdl.handle.net/1808/20313.…”
Section: Treatmentmentioning
confidence: 99%
“…Although there are different models of the relation between dyslexia and DLD, the current consensus is that these disorders frequently co-occur but have distinct etiologies (e.g., Adlof & Hogan, 2018;Pennington & Bishop, 2009;Ramus, Marshall, Rosen, & van der Lely, 2013;Wong, Kidd, Ho, & Au, 2010). Despite the focus on poor word reading in children with dyslexia, studies of children with dyslexia and children with DLD show that both of these groups have poor oral word learning (Alt & Plante, 2006;Alt et al, 2017;Gray, 2004;McGregor, Newman, Reilly, & Capone, 2002;Oetting, Rice, & Swank, 1995;Thomson & Goswami, 2010;Voelmle & Storkel, 2015). However, studies of both groups often fail to account for the high rate of comorbidity of dyslexia and DLD (Adlof & Hogan, 2018), making it difficult to know the source of these difficulties.…”
mentioning
confidence: 99%