Improving Digital Storybook Story Comprehension in Kindergartners with Developmental Delays Using Peer-Assisted Learning Strategies
Saved in:
| Title: | Improving Digital Storybook Story Comprehension in Kindergartners with Developmental Delays Using Peer-Assisted Learning Strategies |
|---|---|
| Language: | English |
| Authors: | Hui-Hsuan Chung, Szu-Yin Chu (ORCID |
| Source: | Child Language Teaching and Therapy. 2024 40(3):315-336. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Educational Technology, Story Reading, Reading Comprehension, Kindergarten, Young Children, Developmental Delays, Peer Relationship, Learning Strategies, Teaching Methods, Intervention, Language Skills, Special Education, Instructional Effectiveness, Foreign Countries, Mandarin Chinese, Skill Development, Language Processing, Teacher Attitudes, Parent Attitudes |
| Geographic Terms: | Taiwan |
| DOI: | 10.1177/02656590241281432 |
| ISSN: | 0265-6590 1477-0865 |
| Abstract: | This study evaluated the effect of peer-assisted learning strategies (PALS) intervention on the language and story comprehension skills of two kindergartners with developmental delays from a special education class while reading a digital storybook. The study was conducted in Taiwan with participants who spoke Mandarin Chinese. This study was a single-subject A-B1-C1-B2-C2-M study. The study compared the effects of conventional teaching methods with those of the modified PALS intervention. A standardized instrument and visual analysis were used to assess changes in language and story comprehension skills. After the intervention, the teacher and parents of the study participants were interviewed to evaluate changes in language skills of the participants at home and at school. The qualitative and quantitative results showed that this strategy effectively improved story comprehension skills. The teacher and parents all had positive views on this teaching strategy. Based on the findings, practical and future research suggestions are proposed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448997 |
| Database: | ERIC |
| Abstract: | This study evaluated the effect of peer-assisted learning strategies (PALS) intervention on the language and story comprehension skills of two kindergartners with developmental delays from a special education class while reading a digital storybook. The study was conducted in Taiwan with participants who spoke Mandarin Chinese. This study was a single-subject A-B1-C1-B2-C2-M study. The study compared the effects of conventional teaching methods with those of the modified PALS intervention. A standardized instrument and visual analysis were used to assess changes in language and story comprehension skills. After the intervention, the teacher and parents of the study participants were interviewed to evaluate changes in language skills of the participants at home and at school. The qualitative and quantitative results showed that this strategy effectively improved story comprehension skills. The teacher and parents all had positive views on this teaching strategy. Based on the findings, practical and future research suggestions are proposed. |
|---|---|
| ISSN: | 0265-6590 1477-0865 |
| DOI: | 10.1177/02656590241281432 |
