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Effects Of A Teacher Versus Ipad-facilitated Intervention On The Vocabulary Of At-risk Preschool Children

Title: Effects Of A Teacher Versus Ipad-facilitated Intervention On The Vocabulary Of At-risk Preschool Children.
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Name(s): Dennis, Lindsay R., author
Whalon, Kelly, author
Kraut, Lisa, author
Herron, Deborah, author
Type of Resource: text
Genre: text
Date Issued: 2016-09
Physical Form: computer
Physical Form: online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including correct and incorrect definitions of the verb) probes of instructional targets. All five participants demonstrated increases from pretest to posttest in their expressive and receptive understanding of the verbs. Implications for research and practice are provided.
Identifier: FSU_libsubv1_wos_000383212100003 (IID), 10.1177/1053815116663177 (DOI)
Keywords: at-risk, early literacy, efficacy, instruction, kindergartners, language, literacy skills, preschool, single-case designs, storybooks, vocabulary, words
Publication Note: The publisher's version of record is available at https://doi.org/10.1177/1053815116663177
Owner Institution: FSU
Is Part Of: Journal of Early Intervention.
1053-8151
Issue: iss. 3, vol. 38