Dissertations and Theses @ UNI

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Open Access Thesis

Keywords

Language disorders in children--Treatment--Iowa; Discourse analysis, Narrative; Language disorders in children--Treatment; Iowa; Academic theses;

Abstract

The purpose of this study was to determine if storybook based intervention improved language skills in language impaired children. Eight children from a local Head Start Program participated in the study, four of whom caused the teacher language concerns and four of whom did not. On pretesting, six of the children demonstrated scores consistent with language impairment and two scored within normal limits. The four children who scored the lowest in the testing were chosen to participate in storybook intervention. Participants received individual instruction in 30-minute sessions twice weekly for 6 weeks. A teacher questionnaire report was completed by the subjects' Head Start teacher. Pre- and post-tests of language skills were conducted and storybook retellings were recorded weekly to chart progress. Each retell was transcribed and measured using several methods. While story retelling appeared to lead to meaningful improvement for some children, the results for other children were inconclusive. The results of this study show that storybook intervention should not be exclusively used in language intervention.

Year of Submission

2005

Degree Name

Master of Arts

Department

Department of Communicative Disorders

First Advisor

Kenneth Bleile

Second Advisor

Lauren Nelson

Third Advisor

Deborah Tidwell

Comments

If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2005

Object Description

1 PDF file (65 leaves)

Language

en

File Format

application/pdf

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