LINGUIST List 22.657 Wed Feb 09 2011 Diss: Lang Acq: Dubinski: 'Bilingual Dialogic Book-Reading ...' Editor for this issue: Mfon Udoinyang <mfonlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.     Irina Dubinski , Bilingual Dialogic Book-Reading Intervention for Preschool Children with Slow Expressive Vocabulary Development: A feasibility study Message 1: Bilingual Dialogic Book-Reading Intervention for Preschool Children with Slow Expressive Vocabulary Development: A feasibility study Date: 09-Feb-2011 From: Irina Dubinski <irina.dubinskigmail.com> Subject: Bilingual Dialogic Book-Reading Intervention for Preschool Children with Slow Expressive Vocabulary Development: A feasibility study E-mail this message to a friend Institution: University of Toronto Program: Department of Linguistics Dissertation Status: Completed Degree Date: 2010 Author: Irina Dubinski Dissertation Title: Bilingual Dialogic Book-Reading Intervention for Preschool Children with Slow Expressive Vocabulary Development: A feasibility study Linguistic Field(s): Language Acquisition Subject Language(s): English (eng)                             Spanish (spa) Dissertation Director: Alice Eriks-Brophy Xi Chen-Bumgartner Nina Spada Luigi Girolametto Dissertation Abstract: The purpose of the study was to examine the feasibility of a dialogic book-reading intervention for bilingual preschool children with expressive vocabulary delays. The intervention was provided in English and Spanish concurrently to an experimental group of six children, while six children were in a delayed treatment control group. Dialogic book-reading has been shown previously to be effective with monolingual children, and the current study was the first to extend it to bilingual children. The children participating in the study were 22 - 41 months-old and were recruited from the waiting list of an agency providing speech-language services. The intervention was provided in English in the children's homes by the primary investigator and in Spanish by the children's mothers, who were trained in the techniques of dialogic book-reading. Thirty fifteen-minute sessions in each language using dialogic book-reading strategies were provided to each child in the intervention group over six weeks. The study examined the acquisition of ten target words selected for each child in English and Spanish separately, in addition to overall increases in the children's vocabularies. The children in the intervention group learned significantly more target words in each language following the intervention than did the children in the control group. The children in the intervention group were also able to produce the acquired words at a delayed posttest six weeks following the posttest. The intervention also led to an improvement in the ability of the children in the intervention group to stay focused on book-reading tasks. The gains in the overall vocabulary of the children in the two groups did not differ significantly. The mothers' evaluations of the intervention revealed their satisfaction with the approach. The mothers were successful in learning dialogic book-reading strategies and stated that they felt empowered to improve their child's vocabulary development. Read more issues|LINGUIST home page|Top of issue Page Updated: 09-Feb-2011       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.