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Augmentative and Alternative Communication Volume 34, 2018 - Issue 4
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Research Article

The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs

April M. YorkeCleveland State University, School of Health Sciences, Cleveland, OH, USA; ;The Pennsylvania State University, Communication Sciences and Disorders, University Park, PA, USA; Correspondence[email protected]
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Janice C. LightThe Pennsylvania State University, Communication Sciences and Disorders, University Park, PA, USA; View further author information
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Jessica Gosnell CaronThe Pennsylvania State University, Communication Sciences and Disorders, University Park, PA, USA; View further author information
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David B. McNaughtonThe Pennsylvania State University, Special Education, University Park, PA, USAView further author information
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Kathryn D. R. DragerThe Pennsylvania State University, Communication Sciences and Disorders, University Park, PA, USA; ORCID Iconhttp://orcid.org/0000-0002-9972-0280View further author information
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Pages 288-300 | Received 29 Jan 2018, Accepted 26 Jul 2018, Published online: 08 Sep 2018

Citations (10)

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Read on this site (4)

Mustafa Kale & Serkan Demir. (2023) Determining the Effects of Interactive Book Reading Implementations on the Social Acceptance of Students with Special Needs. Reading & Writing Quarterly 39:1, pages 36-53.
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Emily Fowler, Stephanie Webb, Jessica Price, Serena R. Garza & Russell Lang$suffix/text()$suffix/text(). (2021) Explicit instruction targeting oral narrative structure is feasible and may improve pragmatic and narrative language during story retelling by children with Williams syndrome1. Evidence-Based Communication Assessment and Intervention 15:4, pages 173-177.
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Joe Reichle, Robert E. O’Neill & Susan S. Johnston. (2021) Advances in AAC intervention: some contributions related to applied behavior analysis. Augmentative and Alternative Communication 37:3, pages 206-216.
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Martine Smith & Bronwyn Hemsley. (2018) Reflections on a special issue: motivations to encourage intervention designs. Augmentative and Alternative Communication 34:4, pages 255-257.
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Articles from other publishers (6)

Alison M. Wilhelm & Melissa L. McGraw. (2023) Expanding Shared Reading: Integrating Expansive Literacy and Translanguaging Strategies to Support Multilingual Learners Who Communicate Using AAC. Inclusive Practices 2:4, pages 101-109.
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Na Young Kong & Nicole Hurless. (2021) Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies. Topics in Early Childhood Special Education 43:1, pages 17-29.
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Annemarie Murphy, Benjamin Bailey & Joanne Arciuli. (2022) ABRACADABRA literacy instruction for children with Down syndrome via telepractice during COVID ‐19: A pilot study . British Journal of Educational Psychology 93:1, pages 333-352.
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Tiantian Sun, Ryan Bowles, Sarah N. Douglas & Joshua Plavnick. (2023) Response Time of Young Children With Complex Communication Needs Following a Communication Opportunity. Exceptional Children, pages 001440292211465.
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Adriana Frates, Fred Spooner, Belva C. Collins & Candi Running Bear. (2022) Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading. Research and Practice for Persons with Severe Disabilities 47:3, pages 137-154.
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Amanda V Binns, Rachael Smyth, Allison Andres, Joyce Lam & Janis Oram Cardy. (2021) Looking back and moving forward: A scoping review of research on preschool autism interventions in the field of speech-language pathology. Autism & Developmental Language Impairments 6, pages 239694152110331.
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