Teaching word recognition to children with severe learning difficulties: an exploratory comparison of teaching methods

Sheehy, Kieron

doi:10.1080/00131880903156955

Cited by 1 publication

(1 citation statement)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, research has indicated that personalizing simple stories by substituting the main story character with the reader’s name could enhance the story comprehension of struggling readers (Bracken, 1982). Sheehy (2002, 2009) found that personalized mnemonic cues (representing an aspect of the children’s own experience) were significantly more effective than non-personalized cues in developing word recognition of children with severe learning difficulties. In a recent case study, Kucirkova, Messer, and Whitelock (2013) showed that books customized by parents elicited positive book engagement behaviours in toddlers, including children’s increased smiles, laughs and vocal activity.…”

Section: Introductionmentioning

confidence: 99%

Reading personalized books with preschool children enhances their word acquisition

2014

Self Cite

View full text Add to dashboard Cite

This study examined whether books which contain personalised features have the potential to enhance children's word acquisition more than books which are not personalised to a child. In a within-participant experimental design, 18 three-year-olds were read a picture book which contained both personalised and non-personalised sections, with unknown target words embedded in each section. The book was read to the children on two occasions, with a one week gap between the sessions and children's knowledge of the new words was assessed with picture comprehension, definition and emotional valence tests at three testing sessions. There was a main effect of personalisation, an effect of testing session, and a significant interaction between the two. Post-hoc comparisons showed that words in personalised book sections were acquired more readily than words which were presented in context with no personal reference to the child, and that repeated readings during shared book reading enhanced this process.

show abstract