title: Structured Instruction With Modified Storybooks to Teach Morphosyntax and Vocabulary to Preschoolers Who are Deaf/Hard of Hearing.
abstract: Children who are deaf/hard of hearing (D/HH) are at risk for diminished morphosyntactical and vocabulary development. The purpose of this study was to examine the effects of repeated reading combined with structured instruction. Targets were a morphosyntactical form and novel vocabulary words. Participants were 3 preschoolers who are D/HH who were receiving instruction with an oral approach. Data from a multiple baseline design indicated that all children acquired the targeted skills and demonstrated high levels of generalization of these skills to untrained context. Implications for teaching young children who are D/HH using repeated storybook reading are discussed.
authors: Old Dominion University crichels@odu.edu.
authors: Corrin G
authors: CG
authors: Richels
authors: Old Dominion University.
authors: Kathryn S
authors: KS
authors: Schwartz
authors: Old Dominion University.
authors: Jonna L
authors: JL
authors: Bobzien
authors: Old Dominion University.
authors: Sharon A
authors: SA
authors: Raver
mesh_terms: D002675:Child, Preschool; D005260:Female; D034381:Hearing Loss; D006801:Humans; D008297:Male; D019986:Persons with Hearing Disabilities; D011932:Reading; D014825:Vocabulary