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The Effect of Picture Book Reading Strategy Training on Verbal Interaction Styles and Interactive Reading time between Mothers and Preschoolers with Developmental Delays

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2010, 11(3), pp.551-581
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

권미은 1 Shin, Hyunki 1

1단국대학교

Accredited

ABSTRACT

The purpose of this study was to examine the effect of picture book reading strategy focusing on verbal interaction styles and interactive reading time between mothers and preschoolers with developmental delays. The subjects in this study were four pairs of mothers and preschoolers with developmental delays. The study was conducted in the child development center located in the city of Cheon-an. Mothers were instructed to read a picture book to their children using an interactive picture book reading strategy. In order to ascertain the effects of inter-subject intervention and generalization, a multiple probe baseline design was used. The video observation data were analyzed qualitatively and quantitatively using frequency analysis The findings of the study were as follows:First, the verbal interaction styles(attentional vocative strategies, prompt strategies, responsive strategies and sensitive strategies) of the mothers was changed and the changed performance of verbal interaction styles was maintained through the use of an interactive picture book reading strategy. Second, the picture book reading time between mothers and preschoolers with developmental delays was increased and the increased change of reading time was maintained through an interactive picture book reading strategy. Third, according to the parents’ interview through an interactive picture book reading strategy, the family at home was increased active involvement and attention. These results suggest that the use of an interactive picture book reading strategy is an effective intervention for verbal interaction styles and interactive reading time between parents and preschoolers with developmental delays.

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