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LINGUIST List 22.657

Wed Feb 09 2011

Diss: Lang Acq: Dubinski: 'Bilingual Dialogic Book-Reading ...'

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        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
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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.



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