The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs

Yorke, April M.; Light, Janice; Caron, Jessica; McNaughton, David; Drager, Kathryn

doi:10.1080/07434618.2018.1506823

Cited by 20 publications

(13 citation statements)

References 22 publications

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“…Language production skills were most frequently targeted ( n = 19), followed by studies targeting both language comprehension and production ( n = 18). Two studies (Grela & McLaughlin, 2006; Yorke et al, 2018) targeted language comprehension alone ( n = 2).…”

Section: Resultsmentioning

confidence: 99%

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

Binns

Smyth

Andres

et al. 2021

Autism & Developmental Language Impairments

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Background & Aims Speech-language pathology services are frequently accessed by families of children who have suspected or diagnosed autism. This is expected given that social communication differences are a core feature of autism. This review looked broadly at the state of research in the field of speech-language pathology and preschool autism interventions in order to identify the types of studies that could be used to inform the practices of speech-language pathologists (SLPs), and to identify gaps in the field so they can be addressed in future research. Specifically, we examined the extent of research conducted on interventions delivered (at least in part) by SLPs to preschool children with suspected or diagnosed autism, identified the range of skill development areas targeted within the studies, and explored the characteristics of the interventions (i.e., theoretical models underlying the programs, service delivery models, treatment dosage). Methods A scoping review of articles published between 1980 and 2019 was conducted using the five phases outlined by the Arksey and O’Malley framework: (a) articulating the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. Main Contribution/Results A total of 114 studies met inclusion criteria with most published since 2010 and conducted within North America. Case study or single-subject study designs were the most frequently used. Interventions delivered solely by SLPs and by multiprofessional teams that included SLPs were relatively equally represented. Across the included studies, nine skill development areas were targeted, but interventions targeting social communication, language, and augmentative communication skills made up the vast majority of studies. There was relatively even distribution of interventions informed by child-centered, clinician-directed, and hybrid models. Explicit information detailing intervention characteristics (e.g., treatment dosage, professional training of clinicians delivering the intervention) was poorly reported in many studies. For those studies providing details, there was a great deal of variability in the nature of interventions (e.g., service delivery models, SLPs’ role, dosage). Conclusions This review revealed that research in the area of autism interventions delivered, at least in part, by SLPs has markedly increased over the past 10 years. Still, there remains a need for more research, and greater transparency detailing the nature of the interventions being investigated. The research conducted to date captures the versatility of the SLP's role within preschool autism intervention. Improved reporting and studies with strong methodological rigor focused on capturing the complex and individualized nature of interventions are needed, as are intervention studies aligned with real-world community practice. Implications This review provides a comprehensive examination of the status of research on preschool interventions delivered to children with suspected or diagnosed autism within the field of speech-language pathology. Several directions for future research are provided, as are suggestions for improving the clinical applicability of results to further the development of effective, evidence-informed policy and practice in speech-language pathology.

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Section: Resultsmentioning

confidence: 99%

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

Binns

Smyth

Andres

et al. 2021

Autism & Developmental Language Impairments

View full text Add to dashboard Cite

show abstract

“…Parent-led SBR has become part of the daily routine for many families with recognized benefits in cognition, language and literacy development (Burgoyne & Cain, 2020;Cutler & Palkovitz, 2020). Clinician-led SBR may be used as part of an intervention session to explicitly target a child's language or literacy skills (Kaderavek et al, 2002;Yorke et al, 2018). Arciuli et al (2013) explored SBR between mothers and their children with autism and found that mothers corrected print-based errors more frequently than they provided contextual information to support reading comprehension during SBR.…”

Section: Shared Book Readingmentioning

confidence: 99%

ABRACADABRA literacy instruction for children with Down syndrome via telepractice during COVID‐19: A pilot study

Murphy

Bailey

Arciuli

2022

Brit J of Edu Psychol

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Background COVID‐19 has resulted in some educators and allied health practitioners transitioning to online delivery of literacy instruction. As far as we are aware, no studies have investigated online delivery of comprehensive literacy instruction for children with Down syndrome. Aims In this pilot study, we explore the efficacy of online delivery of ABRACADABRA (a free literacy web application) for children with Down syndrome, alongside supplementary parent‐led shared book reading, during the COVID‐19 pandemic. Sample Six children with Down syndrome, aged 8–12 years, participated in this within‐participants design study. Methods Participants acted as their own controls with outcome variables measured at three timepoints: baseline, pre‐instruction and post‐instruction. Children participated in 16–18 hrs of one‐to‐one literacy instruction online over a 6‐week instruction phase, along with twice weekly parent‐led shared book reading activities. Results Outcomes from standardized assessments revealed statistically significant improvements in word‐ and passage‐level reading accuracy skills over the instruction phase (pre‐instruction to post‐instruction) compared with the no‐instruction control phase (baseline to pre‐instruction). Improvements in reading comprehension skills were inconsistent across assessment measures and statistical analyses. Conclusion Children with Down syndrome can benefit from comprehensive literacy instruction delivered via telepractice. Our study provides critical initial evidence of successful service delivery during a global pandemic and beyond.

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“…Meanwhile, Yorke et al (2018) examined the influence of explicit vocabulary teaching on the acquisition of receptive academic vocabulary for children with complex communication needs over the course of many shared reading sessions. Autism spectrum condition, developmental delay, and a unique genetic disorder are among the complicated communication demands.…”

Section: Literature Reviewmentioning

confidence: 99%

Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Tahir

Shah

Shak

et al. 2021

SiELE

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Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

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The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs

Cited by 20 publications

References 22 publications

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology

ABRACADABRA literacy instruction for children with Down syndrome via telepractice during COVID‐19: A pilot study

Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

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