Semin Speech Lang 2017; 38(04): 263-275
DOI: 10.1055/s-0037-1604274
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Using Digital Texts in Interactive Reading Activities for Children with Language Delays and Disorders: A Review of the Research Literature and Pilot Study

Susannah Boyle
1   Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, Pennsylvania
,
Ashley McCoy
1   Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, Pennsylvania
,
David McNaughton
1   Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University, University Park, Pennsylvania
,
Janice Light
2   Department of Communication Sciences and Disorders, Pennsylvania State University, University Park, Pennsylvania
› Institutsangaben
Weitere Informationen

Publikationsverlauf

Publikationsdatum:
11. September 2017 (online)

Abstract

Participation in interactive reading activities can help children with language delays and disorders build important early language and literacy skills. Digital texts (i.e., books presented on tablets and computers) provide new opportunities for learning and supporting communication. Recently, researchers have investigated the use of digital texts that include visual scene displays (VSDs). In this approach, pictures on a tablet are programmed with “hotspots”; when the picture is touched, a word is spoken aloud. In addition, transition to literacy (T2L) features, including dynamic presentation of the text when a hotspot is activated, can be implemented with VSDs. This article provides a review of interactive reading interventions with children with language delays and disorders, and a discussion of the impact of using digital texts. We also describe the results of a pilot study intervention using digital texts including VSDs and T2L features with children with language delays in an inclusive preschool setting.

 
  • References

  • 1 Paratore JR, Cassano CM, Schickedanz JA. Supporting early (and later) literacy development at home and at school: the long view. In: Kamil ML, Pearson PD, Moje EB, Afflerbach P. , eds. Handbook of Reading Research. New York, NY: Routledge; 2011: 107-135
  • 2 National Early Literacy Panel. Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy; 2008
  • 3 Boudreau DM, Hedberg NL. A comparison of early literacy skills in children with specific language impairment and their typically developing peers. Am J Speech Lang Pathol 1999; 8: 249-260
  • 4 Justice LM, Ezell HK. Word and print awareness in 4-year-old children. Child Lang Teach Ther 2001; 17: 207-225
  • 5 Light J, Drager K, McCarthy J. , et al. Performance of typically developing four-and five-year-old children with AAC systems using different language organization techniques. Augment Altern Commun 2004; 20: 63-88
  • 6 Light J, McNaughton D, Jakob T, Hershberger D. R2: Investigating AAC technologies to support the transition from graphic symbols to literacy [website]. 2014 . Available at https://rerc-aac.psu.edu/research/r2-investigating-aac-technologies-to-support-the-transition-from-graphic-symbols-to-literacy/ . Accessed March 3, 2017
  • 7 Salmon LG. Factors that affect emergent literacy development when engaging with electronic books. Early Child Educ J 2014; 42: 85-92
  • 8 TobiiDynavox. SnapSceneTM. [AAC Application] Available at: https://www.tobiidynavox.com/en-US/software/iPad-apps/snap-scene-iPad/ Accessed April 23, 2017
  • 9 Berkman ND, Wallace I, Watson L. , et al. Screening for Speech and Language Delays and Disorders in Children Age 5 Years or Younger: A Systematic Review for the U.S. Preventive Services Task Force. Rockville (MD): Agency for Healthcare Research and Quality (US); 2015 . Evidence Syntheses, No. 120. Available at: https://www.ncbi.nlm.nih.gov/books/NBK305674/ . Accessed March 3, 2017
  • 10 Law J, Boyle J, Harris F, Harkness A, Nye C. Prevalence and natural history of primary speech and language delay: findings from a systematic review of the literature. Int J Lang Commun Disord 2000; 35 (02) 165-188
  • 11 Botts DC, Losardo AS, Tillery CY, Werts M. A comparison of activity-based intervention and embedded direct instruction when teaching emergent literacy skills. J Spec Educ 2014; 48: 120-134
  • 12 Justice LM, Bowles R, Grimm K. Language impairment, parent–child shared reading, and phonological awareness: a feasibility study. Top Early Child Spec Educ 2005; 156: 143-156
  • 13 Desmarais C, Nadeau L, Trudeau N, Filiatrault-Veilleux P, Maxès-Fournier C. Intervention for improving comprehension in 4-6 year old children with specific language impairment: practicing inferencing is a good thing. Clin Linguist Phon 2013; 27 (6–7): 540-552
  • 14 Justice LM, Skibbe LE, McGinty AS, Piasta SB, Petrill S. Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. J Speech Lang Hear Res 2011; 54 (02) 523-538
  • 15 Appelman M, Vail CO, Lieberman-Betz RG. The effects of constant time delay and instructive feedback on the acquisition of English and Spanish sight words. J Early Interv 2014; 36: 131-148
  • 16 Lane JD, Gast DL, Shepley C, Ledford JR. Including social opportunities during small group instruction of preschool children with social-communication delays. J Early Interv 2015; 37: 3-22
  • 17 Rahn NL, Coogle CG, Storie S. Preschool children's use of thematic vocabulary during dialogic reading and activity-based intervention. J Spec Educ 2016; 50: 98-108
  • 18 Justice LM, Kaderavek JN, Fan X, Sofka A, Hunt A. Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Lang Speech Hear Serv Sch 2009; 40 (01) 67-85
  • 19 Pile EJS, Girolametto L, Johnson CJ, Chen X, Cleave PL. Shared book reading intervention for children with language impairment: using parents-as-aides in language intervention. Can J Speech-Language Pathol Audiol 2010; 34: 96-109
  • 20 Fey ME, Warren SF, Brady N. , et al. Early effects of responsivity education/prelinguistic milieu teaching for children with developmental delays and their parents. J Speech Lang Hear Res 2006; 49 (03) 526-547
  • 21 Roberts MY, Kaiser AP. Early intervention for toddlers with language delays: a randomized controlled trial. Pediatrics 2015; 135 (04) 686-693
  • 22 Kaderavek JN, Pentimonti JM, Justice LM. Children with communication impairments: caregivers' and teachers' shared book-reading quality and children's level of engagement. Child Lang Teach Ther 2013; 30: 289-302
  • 23 Mol SE, Bus AG, de Jong MT, Smeets DJH. Added value of dialogic parent-child book readings: a meta-analysis. Early Educ Dev 2008; 19: 7-26
  • 24 Whitehurst GJ, Falco F, Lonigan CJ. , et al. Accelerating language development through picture book reading. Dev Psychol 1988; 91: 552-558
  • 25 What Works Clearinghouse. WWC Intervention Report: Dialogic Reading. Washington, DC: Institute for Education Sciences; February 8; 2007
  • 26 Crowe LK, Norris JA, Hoffman PR. Training caregivers to facilitate communicative participation of preschool children with language impairment during storybook reading. J Commun Disord 2004; 37 (02) 177-196
  • 27 Storkel HL, Komesidou R, Fleming KK, Swinburne R. Interactive book reading to accelerate word learning by kindergarten children with specific language impairment (SLI): identifying adequate progress and successful learning patterns. Lang Speech Hear Serv Sch 2017; 48: 1-43
  • 28 Ziolkowski RA, Goldstein H. Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays. J Early Interv 2008; 3: 67-90
  • 29 Goldstein H, Kelley E, Greenwood C. , et al. Embedded instruction improves vocabulary learning during automated storybook reading among high-risk preschoolers. J Speech Lang Hear Res 2016; 59 (03) 484-500
  • 30 Shamir A, Korat O, Fellah R. Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?. Read Writ 2012; 25: 45-69
  • 31 Smeets DJH, van Dijken MJ, Bus AG. Using electronic storybooks to support word learning in children with severe language impairments. J Learn Disabil 2014; 47 (05) 435-449
  • 32 Korat O, Or T. How new technology influences parent-child interaction: The case of e-book reading. First Lang 2010; 30: 139-154
  • 33 Moody A. Using electronic books in the classroom to enhance emergent literacy skills in young children. J Lit Tech 2010; 11: 22-52
  • 34 Light J, Drager K. Early intervention for young children with autism, cerebral palsy, Down syndrome, and other disabilities. Available at: http://aackids.psu.edu . Accessed April 23, 2017
  • 35 Attainment Company. GoTalk NOW. [AAC Application]. Available at: https://itunes.apple.com/us/app/gotalk-now/id454176457?mt=8 . Accessed March 3, 2017
  • 36 AAC for People with Developmental Disabilities. In: Beukelman D, Mirenda P. , eds. Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. 4th ed. Baltimore, MD: Paul H. Brookes; 2013: 203-224
  • 37 Ganz JB. AAC interventions for individuals with autism spectrum disorders: state of the science and future research directions. Augment Altern Commun 2015; 31 (03) 203-214
  • 38 Therrien MCS, Light J. Using the iPad to facilitate interaction between preschool children who use AAC and their peers. Augment Altern Commun 2016; 32 (03) 163-174
  • 39 Therrien M, Light J. “Book buddies”: using the iPad to support peer interaction for preschool children with Autism Spectrum Disorders (ASD). [Presentation]. Philadelphia, PA: American Speech-Language Hearing Association Convention; ; November 2016
  • 40 Adams MJ. Beginning to read: Learning and thinking about print. Cambridge, MA: MIT Press;
  • 41 Browder DM, Xin YP. A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. J Spec Educ 1998; 32: 130-153
  • 42 Fossett B, Mirenda P. Sight word reading in children with developmental disabilities: a comparison of paired associate and picture-to-text matching instruction. Res Dev Disabil 2006; 27 (04) 411-429
  • 43 Wilkinson KM, Jagaroo V. Contributions of principles of visual cognitive science to AAC system display design. Augment Altern Commun 2004; 20: 123-136
  • 44 Caron J, Holyfield C, Knudtson C, Light J, McNaughton D. Grid displays to literacy: effect of dynamic text on word reading for individuals with ASD. [Presentation]. Philadelphia, PA: American Speech-Language Hearing Association Convention; ; November 2016
  • 45 Holyfield C, Pope L, Light J, McNaughton D, Drager K. Visual scene displays (VSDs) with dynamic text: supporting early reading in adults with Intellectual Disabilities (IDD). [Presentation]. Philadelphia, PA: American Speech-Language Hearing Association Convention; 2016
  • 46 Mandak K, Lamb M, Light J. Effects of app on preschoolers with ASD on sight-word reading. [Poster]. Harrisburg, PA: Pennsylvania Speech-Language Hearing Association Convention; ; March 2017
  • 47 Ehri LC. Learning to read words: theory, findings, and issues. Sci Stud Read 2005; 9: 167-188
  • 48 LaBerge D, Samuels J. Toward a theory of automatic information processing in reading. Cognit Psychol 1974; 6: 293-323
  • 49 DeLay D, Hanish LD, Martin CL, Fabes RA. Peer effects on Head Start children's preschool competency. Dev Psychol 2016; 52 (01) 58-70
  • 50 Justice LM, Petscher Y, Schatschneider C, Mashburn A. Peer effects in preschool classrooms: is children's language growth associated with their classmates' skills?. Child Dev 2011; 82 (06) 1768-1777
  • 51 Brown M, Bergen D. Play and social interaction of children with disabilities at learning/activity centers in an inclusive preschool. J Res Child Ed 2002; 17: 26-37
  • 52 Litwin E, Dean J. Pete the Cat: Rockin' in My School Shoes. New York, NY: HarperCollins Children's Books; 2011
  • 53 Samsung Galaxy Tabs. Seoul, South Korea: Samsung; 2015
  • 54 Easy VSD. Alma, AK: Invotek; 2016
  • 55 Light J, McNaughton D. Accessible Literacy Learning: Evidence-Based Reading Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, and Other Disabilities. San Diego, CA: Mayer-Johnson; 2009
  • 56 Rakap S. Effect sizes as result interpretation aids in single-subject experimental research: description and application of four nonoverlap methods. Brit J Spec Ed 2015; 42: 11-33
  • 57 Archer AL, Hughes CA. Explicit instruction: effective and efficient teaching. Guilford Press; 2011
  • 58 Hubbell P, Halsey M, Addy S. Cars: Rushing! Honking! Zooming!. Las Vegas, NV: Amazon Publishing; 2006