Effectiveness of Cumulative Repeated Storybook Reading on Word Production in Children with Developmental Disabilities

ABSTRACT

The purpose of this study is to examine the effectiveness of cumulative repeated storybook reading (CRSR) on word production in children with developmental disabilities (DD). Three children with DD whose ages ranged from 3 years 9 months to 6 years took part in the study, which utilised a multiple-probe across subjects design. Storybook reading was implemented with repetition and the cumulative use of scaffolding strategies, such as expanding, modelling, open-ended questions, and phonological recasting. Research data was collected by using a vocabulary checklist. The results indicate that CSRS was effective for children with DD in regard to producing and maintaining words indicating names and actions.

KEYWORDS:

• Developmental disability
• language intervention
• storybook reading
• vocabulary
• word acquisition

Disclosure Statement

In accordance with Taylor & Francis policy and our ethical obligation as researchers, the authors declare no conflict of interest.

Compliance with Ethical Standards

All procedures performed in studies involving human participants were in accordance with 1964 Helsinki declaration and its later amendments or comparable ethical standards.