Lauren Wright-Jones | PhD, MS-SLP, CCC
This research is focused on the effect of shared-book reading on tier 2 vocabulary development compared to children who read independently. Shared-book reading consists of implementing interactive reading strategies, such as asking questions, highlighting, making predictions, making requests, commenting, and expanding on the text. To assess gained vocabulary knowledge, The Power of Meta: Vocabulary Booster program would be used with chosen vocabulary words to measure the child’s semantic awareness based on the ratings they provide towards the chosen target words. The subjects of this research study will include students ages 7-10 who have developed independent reading skills.
College of Education and Allied Health
Communication Disorders and Deaf Education
Master of Science (MS)
Fontbonne University Archives
St. Louis, MO
shared-book reading, vocabulary, language, semantic awareness, The Power of Meta: Vocabulary Booster
Communication Sciences and Disorders | Speech and Hearing Science | Speech Pathology and Audiology
Hessi, Kathryn; Minton, Lena; Rider, Leah; and Rozell, Kailyn, "The Impact of Shared-Book Reading on Expansion of Vocabulary Development in Late Elementary Aged Children." (2021). 2021 Speech-Language Pathology Posters. 5.
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