Book-Making for Preschool Children with Developmental Delays
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| Title: | Book-Making for Preschool Children with Developmental Delays |
|---|---|
| Language: | English |
| Authors: | Rochel Lazewnik (ORCID |
| Source: | Communication Disorders Quarterly. 2026 47(3):131-142. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 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: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Children, Developmental Delays, Preschool Education, Picture Books, Interprofessional Relationship, Cooperation, Speech Language Pathology, Allied Health Personnel, Preschool Teachers, Students with Disabilities, Creative Activities, Emergent Literacy, Language Acquisition |
| DOI: | 10.1177/15257401251361917 |
| ISSN: | 1525-7401 1538-4837 |
| Abstract: | The purpose of this project was to explore the implementation of an inter-professional collaborative classroom-based book-making intervention with preschool children with developmental delays. The current study utilizes elements of an analytic autoethnography style, a qualitative ethnographic research method where it is typical for researchers to interact with the people they are researching in a deep, prolonged way to gain a rich understanding of the phenomenon they are studying. Results show that children with developmental delays transitioned through emergent writing stages and stages of narrative development, as well as developed a sense of agency as authors. The theoretical foundation for and results from this study suggest that a collaborative, classroom-based book-making intervention may benefit emergent writing, oral language, and writer/author agency for preschool children identified with developmental disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503251 |
| Database: | ERIC |
| Abstract: | The purpose of this project was to explore the implementation of an inter-professional collaborative classroom-based book-making intervention with preschool children with developmental delays. The current study utilizes elements of an analytic autoethnography style, a qualitative ethnographic research method where it is typical for researchers to interact with the people they are researching in a deep, prolonged way to gain a rich understanding of the phenomenon they are studying. Results show that children with developmental delays transitioned through emergent writing stages and stages of narrative development, as well as developed a sense of agency as authors. The theoretical foundation for and results from this study suggest that a collaborative, classroom-based book-making intervention may benefit emergent writing, oral language, and writer/author agency for preschool children identified with developmental disabilities. |
|---|---|
| ISSN: | 1525-7401 1538-4837 |
| DOI: | 10.1177/15257401251361917 |
