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作者 Cutting, Joanna Elizabeth Romeo
書名 The use of video-based instruction, performance feedback and role play in teaching caregivers of preschool aged children to use dialogic reading strategies
國際標準書號 9781124826318
book jacket
說明 161 p
附註 Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: 4004
Adviser: Jessica A. Hoffman
Thesis (Ph.D.)--Northeastern University, 2011
The benefits of dialogic reading in its ability to support children's oral language development and emergent literacy skills have been replicated using multiple training modalities including in-vivo training (e.g., Whitehurst et al., 1988), video-based training (e.g., Whitehurst et al., 1994b) and video-based training with instructor feedback (e.g., Heubner & Meltzoff, 2005). The current study is the first to evaluate the effectiveness of pairing a structured performance feedback session with the Read Together Talk Together training video to teach parents to use dialogic reading strategies. Using a randomized, control group, repeated measures design with 40 caregiver-child dyads, this study sought to do the following: (1) investigate the potential benefits of pairing performance feedback and role play with video-based training in teaching parents to use dialogic reading strategies; (2) target dialogic reading training toward six specific DR prompts (e.g., evaluation, expansion, repetition, completion, recall and distancing prompts) that a previous study showed were not as amenable to change (e.g., Blom-Hoffman et al., 2006); and (3) evaluate caregiver acceptability of the training package. Results showed that pairing performance feedback with the video-based training as well as video-based training alone were effective training modalities compared to no training. This effect was demonstrated in both parents' overall ability to learn and use dialogic reading strategies as well as children's language use during shared book reading. Caregiver acceptability of the Read Together Talk Together video and the video paired with feedback were high
School code: 0160
Host Item Dissertation Abstracts International 72-11A
主題 Education, Early Childhood
Education, Educational Psychology
Education, Technology of
0518
0525
0710
Alt Author Northeastern University. School Psychology/Counseling Psychology
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