Effects of Teacher- Versus Application-Delivered Instruction on the Expressive Vocabulary of At-Risk Preschool Children

A repeated acquisition (RA) design was used to compare the effectiveness of research-based instruction embedded in repeated storybook reading facilitated by an adult or tablet application (app) on the vocabulary knowledge of six preschool children. All participants selected scored below the 40th per...

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Veröffentlicht in:	Remedial and special education 2021-08, Vol.42 (4), p.195-206
Hauptverfasser:	Dennis, Lindsay R., Whalon, Kelly J.
Format:	Artikel
Sprache:	eng
Schlagworte:	At Risk Students Computer Assisted Instruction Computer Oriented Programs Conventional Instruction Early Intervention Handheld Devices Intervention Knowledge Level Preschool Children Preschool Education Program Effectiveness Reading Instruction Speech Story Reading Teachers Teaching Methods Telecommunications Verbs Vocabulary Vocabulary Development
Online-Zugang:	Volltext
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