Contribution of reading an e-book with a dictionary to word learning: Comparison between kindergarteners with and without SLI
The purpose of the current study was to examine the efficacy of e-book reading to promoting word learning among kindergarteners with specific language impairment (SLI) compared to those with typical language development (TLD). We also tested the contribution of three types of dictionary support provided in the e-book. All dictionary words were given a pictorial and auditory support while a third of them were given a short definition, a third were defined using the story content, and a third were given a combined definition. Twenty kindergarteners with SLI and 20 with TLD were read the e-book with dictionary support 5 times. Each child was exposed to the three types of dictionary support in each e-book reading. Receptive knowledge, word definitions and use of target words were measured pre and post intervention. A significant improvement in new word learning following the e-book reading was found in the children's receptive knowledge, word definitions and use of target words. Nonetheless, children with TLD progressed in words use more than children with SLI. The two groups progressed to a greater extent in explaining new words following the provision of a dictionary definition and following story context definition. Children with SLI progressed in words’ use following the definition of a dictionary. The combined definition was especially efficient for children in the two groups with had a low initial level of using new words. Combined definition was also efficient for explaining new words for TLD children with initially high language level. We conclude that children with SLI like children with TLD can benefit from ebook reading and can learn new words at different levels when the e-book is well designed in assisting children with definitions of difficult words.
Korat, O., Graister, T., & Altman, C. (2019)
Contribution of reading an e-book with a dictionary to word learning: Comparison between kindergarteners with and without SLI. Journal of Communication Disorders, 79, 90-102. DOI: 10.1016/j.jcomdis.2019.03.004