Tsybina Irina, Eriks-Brophy Alice
University of Toronto, Department of Speech-Language Pathology, 160-500 University Avenue, Toronto, ON M5G 1V7, Canada.
J Commun Disord. 2010 Nov-Dec;43(6):538-56. doi: 10.1016/j.jcomdis.2010.05.006. Epub 2010 Jun 19.
This study examined the feasibility of using a dialogic book-reading intervention for 22-41-month-old 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 other children were in a delayed treatment control group. Thirty 15-min sessions using dialogic book-reading strategies were provided in each language in the children's homes, in English by the primary investigator and in Spanish by the children's mothers, who were trained in the techniques of dialogic book-reading. Results showed that the children in the intervention group learned significantly more target words in each language following the intervention than the children in the control group. The children in the intervention group were also able to produce the acquired words at the time of a follow-up test 6 weeks after the end of the intervention. The gains in the overall vocabulary of the two groups of children did not differ significantly. The children's mothers expressed satisfaction with the program, and confirmed the benefits of dialogic book-reading for their children's learning of target words.
The current paper describes a unique bilingual vocabulary intervention program for preschool children. Readers will gain an appreciation for the rationale for this intervention, and an insight in the implementation of dialogic book-reading. The main goal of the article is to provide the readers with the evaluation of the feasibility of this intervention.
本研究探讨了对22至41个月大、表达性词汇发育迟缓的双语学龄前儿童采用对话式绘本阅读干预的可行性。对一个由六名儿童组成的实验组同时用英语和西班牙语进行干预，另外六名儿童则作为延迟治疗对照组。在儿童家中，用每种语言各进行30次15分钟的对话式绘本阅读课程，英语由第一作者授课，西班牙语由接受过对话式绘本阅读技巧培训的儿童母亲授课。结果显示，干预组儿童在干预后每种语言中学习到的目标词汇显著多于对照组儿童。干预组儿童在干预结束6周后的随访测试时也能够说出所学词汇。两组儿童的总体词汇量增长没有显著差异。儿童的母亲对该项目表示满意，并证实了对话式绘本阅读对孩子学习目标词汇的益处。
本文描述了一项针对学龄前儿童的独特双语词汇干预项目。读者将了解该干预措施的基本原理，并深入了解对话式绘本阅读的实施方法。本文的主要目的是向读者提供对该干预措施可行性的评估。
