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Conference Paper: Does interactive book reading help Cantonese-Chinese children with Developmental Language Disorder (DLD) learn new words? A pilot study

TitleDoes interactive book reading help Cantonese-Chinese children with Developmental Language Disorder (DLD) learn new words? A pilot study
Authors
Wong, AMYLeung, CHK
Issue Date2019
PublisherAmerican Speech-Language and Hearing Association (ASHA).
Citation
2019 American Speech-Language-Hearing Association (ASHA) Annual Convention, Orlando, Florida, USA, 21-23 November 2019 How to Cite?
AbstractWe piloted a modified version of the Interactive Book Reading (Storkel et al., 2017) to four 5-year-old Cantonese-Chinese speaking children with Developmental Language Disorder. With 36 exposures and 12 repetitions of the target words, the children showed a moderate to strong effect in word definition, but only minimal gain in naming when the words were elicited in a novel context. Speech-Language Pathology Topic Area: Language in Infants through Preschoolers Learner Outcomes: Learner Outcome 1: Describe the modified Interactive Book Reading procedure Learner Outcome 2: Interpret results from the single-subject multiple baseline study Learner Outcome 3: Discuss results in relation to the outcome measures and limitations in research design
DescriptionPoster Presentation
Persistent Identifierhttp://hdl.handle.net/10722/287319

 

DC FieldValueLanguage
dc.contributor.authorWong, AMY-
dc.contributor.authorLeung, CHK-
dc.date.accessioned2020-09-22T02:59:14Z-
dc.date.available2020-09-22T02:59:14Z-
dc.date.issued2019-
dc.identifier.citation2019 American Speech-Language-Hearing Association (ASHA) Annual Convention, Orlando, Florida, USA, 21-23 November 2019-
dc.identifier.urihttp://hdl.handle.net/10722/287319-
dc.descriptionPoster Presentation-
dc.description.abstractWe piloted a modified version of the Interactive Book Reading (Storkel et al., 2017) to four 5-year-old Cantonese-Chinese speaking children with Developmental Language Disorder. With 36 exposures and 12 repetitions of the target words, the children showed a moderate to strong effect in word definition, but only minimal gain in naming when the words were elicited in a novel context. Speech-Language Pathology Topic Area: Language in Infants through Preschoolers Learner Outcomes: Learner Outcome 1: Describe the modified Interactive Book Reading procedure Learner Outcome 2: Interpret results from the single-subject multiple baseline study Learner Outcome 3: Discuss results in relation to the outcome measures and limitations in research design-
dc.languageeng-
dc.publisherAmerican Speech-Language and Hearing Association (ASHA).-
dc.relation.ispartofThe Annual Convention of the American Speech-Language and Hearing Association (ASHA)-
dc.titleDoes interactive book reading help Cantonese-Chinese children with Developmental Language Disorder (DLD) learn new words? A pilot study-
dc.typeConference_Paper-
dc.identifier.emailWong, AMY: amywong@hku.hk-
dc.identifier.authorityWong, AMY=rp00973-
dc.identifier.hkuros314417-
dc.identifier.hkuros314419-
dc.publisher.placeUnited States-

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