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Improving Digital Storybook Story Comprehension in Kindergartners with Developmental Delays Using Peer-Assisted Learning Strategies

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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 0000-0002-1302-2343), Shu-Hsuan Kung, Wan-Chen Lin
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
FullText Text:
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  Data: Improving Digital Storybook Story Comprehension in Kindergartners with Developmental Delays Using Peer-Assisted Learning Strategies
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Hui-Hsuan+Chung%22">Hui-Hsuan Chung</searchLink><br /><searchLink fieldCode="AR" term="%22Szu-Yin+Chu%22">Szu-Yin Chu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1302-2343">0000-0002-1302-2343</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shu-Hsuan+Kung%22">Shu-Hsuan Kung</searchLink><br /><searchLink fieldCode="AR" term="%22Wan-Chen+Lin%22">Wan-Chen Lin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. 2024 40(3):315-336.
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
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  Label: Publication Date
  Group: Date
  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Reading%22">Story Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1177/02656590241281432
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  Data: 0265-6590<br />1477-0865
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2024
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  Data: EJ1448997
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        Value: 10.1177/02656590241281432
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      – Text: English
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        PageCount: 22
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      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Story Reading
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Kindergarten
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      – SubjectFull: Developmental Delays
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Taiwan
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      – TitleFull: Improving Digital Storybook Story Comprehension in Kindergartners with Developmental Delays Using Peer-Assisted Learning Strategies
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              Y: 2024
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