Etkileşimli Kitap Okumanın Gelişimsel Dil Bozukluğuna Etkileri: Ön Çalışma

Abstract

Amaç: Bu çalışma, gelişimsel dil bozukluğu olan çocukların dil ve konuşma terapilerine ek olarak etkileşimli kitap okuma ile karşılaşmaları sonucunda dil ve öz düzenleme becerilerinde nasıl bir farklılık olacağını belirlemek amacıyla yapılmıştır. Gereç ve Yöntem: Gelişimsel dil bozukluğu olan kontrol grubunda bulunan 48-72 ay arasındaki 10 çocuğa standart dil ve konuşma terapisi uygulandı. Çalışma grubunda bulunan 10 çocuğa ise dil ve konuşma terapisi yanı sıra etkileşimli kitap okuma uygulandı. Çocuklara 8 hafta boyunca dil konuşma terapisi ve/veya etkileşimli kitap okuma uygulandı. Çocukların hem dil becerileri hem de öz düzenleme becerileri müdahale öncesi ve sonrasında parametrik olmayan analizler ile incelendi. Bulgular: Dil ve konuşma terapisine ek olarak etkileşimli kitap okuma müdahalesi alan gelişimsel dil bozukluğu olan çocukların dil becerileri ile öz düzenleme becerilerine dair dikkat dürtü kontrol boyutu daha fazla ilerleme göstermiştir. Sonuç: Gelişimsel dil bozukluğu olan çocukların yaşadığı bilişsel zorluklarının gözden kaçırılmaması için dil ve konuşma terapisi müdahale planlarında düzenlemeler yapılmalıdır. Bu çocukların sadece dil zorluğu değil öz düzenleme becerileri için de etkileşimli kitap okumanın uygun bir öneri olduğu düşünülmektedir.

Keywords

• gelişimsel dil bozukluğu
• öz düzenleme
• etkileşimli kitap okuma

Effects of Dialogic Reading on Developmental Language Disorder: Preliminary Study Summary

Abstract

Purpose: This study was conducted to determine the differences in language and self-regulation skills of children with developmental language disorder as a result of encountering dialogic reading in addition to speech and language therapies. Materıals and Methods: Standard speech and language therapy was applied to 10 children aged 48-72 months in the control group with developmental language disorder. The 10 children in the study group received speech and language therapy as well as dialogic reading. Speech and language therapy and/or dialogic reading were applied to the children for 8 weeks. Both language skills and self-regulation skills of the children were analysed with nonparametric analyses before and after the intervention. Results: Children with developmental language disorder who received dialogic reading intervention in addition to speech and language therapy showed more progress in the attention-impulse control dimension of language skills and self-regulation skills. Conclusion: Arrangements should be made in speech and language therapy intervention plans so that the cognitive difficulties experienced by children with developmental language disorders are not overlooked. It is thought that dialogic reading is an appropriate suggestion not only for language difficulties but also for self-regulation skills of these children.

Keywords

• developmental language disorder
• self-regulation
• dialogic reading

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