Charles R. Greenwood|Judith J. Carta|Elizabeth Kelley|Gabriela Guerrero|Na Young Kong|Jane Atwater|Howard Goldstein
Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills
University of Kansas|University of Kansas|University of Missouri|University of Kansas|University of Missouri–St. Louis|University of Kansas|University of South Florida
2013 spencer goldstein sherman et al reported promising effects supplemental technologyassisted storybook intervention tier 2 containing embedded instruction targeting oral language learning preschool children risk delays sought advance knowledge intervention replicating new sample examining childrens responses narrators instructional prompts associations learning outcomes results indicated children highly successful responding narrators taskmanagement prompts ie turn page particularly first book children much less proficient correctly responding narrators wordteaching prompts ie say enormous improved additional storybooks exposure intervention accelerated childrens weekly oral language learning effect sizes comparable spencer et al childrens increased word knowledge positively correlated correct responding narrators wordteaching prompts particular implications research practice discussed