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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
Title | Does interactive book reading help Cantonese-Chinese children with Developmental Language Disorder (DLD) learn new words? A pilot study |
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Authors | |
Issue Date | 2019 |
Publisher | American 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? |
Abstract | We 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 |
Description | Poster Presentation |
Persistent Identifier | http://hdl.handle.net/10722/287319 |
DC Field | Value | Language |
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dc.contributor.author | Wong, AMY | - |
dc.contributor.author | Leung, CHK | - |
dc.date.accessioned | 2020-09-22T02:59:14Z | - |
dc.date.available | 2020-09-22T02:59:14Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | 2019 American Speech-Language-Hearing Association (ASHA) Annual Convention, Orlando, Florida, USA, 21-23 November 2019 | - |
dc.identifier.uri | http://hdl.handle.net/10722/287319 | - |
dc.description | Poster Presentation | - |
dc.description.abstract | We 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.language | eng | - |
dc.publisher | American Speech-Language and Hearing Association (ASHA). | - |
dc.relation.ispartof | The Annual Convention of the American Speech-Language and Hearing Association (ASHA) | - |
dc.title | Does interactive book reading help Cantonese-Chinese children with Developmental Language Disorder (DLD) learn new words? A pilot study | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Wong, AMY: amywong@hku.hk | - |
dc.identifier.authority | Wong, AMY=rp00973 | - |
dc.identifier.hkuros | 314417 | - |
dc.identifier.hkuros | 314419 | - |
dc.publisher.place | United States | - |