Faculty Advisor

Lauren Wright-Jones | PhD, MS-SLP, CCC

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Description

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.

Presentation Type

Poster Presentation

College

College of Education and Allied Health

Department

Communication Disorders and Deaf Education

Degree Name

Master of Science (MS)

Degree Program

Speech-Language Pathology

Publication Date

Spring 2021

Publisher

Fontbonne University Archives

City

St. Louis, MO

Keywords

shared-book reading, vocabulary, language, semantic awareness, The Power of Meta: Vocabulary Booster

Disciplines

Communication Sciences and Disorders | Speech and Hearing Science | Speech Pathology and Audiology

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

The Impact of Shared-Book Reading on Expansion of Vocabulary Development in Late Elementary Aged Children.

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