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

Yıl 2024, Cilt: 11 Sayı: 3, 788 - 801

Tuğçe Karahan Tığrak , Esra Özcebe

Öz

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.

Anahtar Kelimeler

developmental language disorder, self-regulation, dialogic reading

Etkileşimli Kitap Okumanın Gelişimsel Dil Bozukluğuna Etkileri: Ön Çalışma

Öz

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.

Anahtar Kelimeler

gelişimsel dil bozukluğu, öz düzenleme, etkileşimli kitap okuma

Kaynakça

• Akoğlu, G., Sarıca, A. D., & Gökçe, K. (2016). Dil ve erken okuryazarlık becerilerinin geliştirilmesine yönelik etkileşimli kitap okuma programı (C. Ergül, Ed.).
• Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Consortium, C., Adams, C., Archibald, L., Baird, G., Bauer, A., & Bellair, J. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology Psychiatry, 58(10), 1068-1080.
• Bishop, D. V. M. (2017). Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD). International Journal of Language & Communication Disorders, 52(6), 671-680. https://doi.org/10.1111/1460-6984.12335
• Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & consortium, C. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS ONE, 11(7). https://doi.org/10.1371/journal.pone.0158753
• Cole, P. M., Armstrong, L. M., & Pemberton, C. K. (2010). The role of language in the development of emotion regulation. In Child development at the intersection of emotion and cognition. (pp. 59-77). American Psychological Association. https://doi.org/10.1037/12059-004
• Cook, A. L., Fettig, A., Morizio, L. J., Brodsky, L. M., & Gould, K. M. (2018). Culturally relevant dialogic reading curriculum for counselors: Supporting literacy and social-emotional development. Journal of Child and Adolescent Counseling, 4(1), 67-80. https://doi.org/10.1080/23727810.2017.1351809
• Daunic, A., Corbett, N., Smith, S., Barnes, T., Santiago-Poventud, L., Chalfant, P., Pitts, D., & Gleaton, J. (2013). Brief report: Integrating social-emotional learning with literacy instruction: An intervention for children at risk for emotional and behavioral disorders. Behavioral Disorders, 39(1), 43-51. https://doi.org/10.1177/019874291303900106 Diken, İ. (2013). Gelişim geriliği/yetersizliği olan çocuklar, aileleri, eğitimcileri ve uzmanlarına yönelik etkileşim temelli erken çocuklukta müdahale programı: ETEÇOM hakkında ve ETEÇOM Formları 1, ETEÇOM Statejileri 2, ETEÇOM Bilgi.
• Doyle, B. G., & Bramwell, W. (2006). Promoting emergent literacy and social–emotional learning through dialogic reading. The Reading Teacher, 59(6), 554-564. https://doi.org/10.1598/rt.59.6.5
• Fettig, A., Cook, A. L., Morizio, L., Gould, K., & Brodsky, L. (2018). Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program. Journal of Early Childhood Research, 16(4), 436-448. https://doi.org/10.1177/1476718x18804848
• Fındık Tanrıbuyurdu, E., & Güler Yıldız, T. (2014). Okul öncesi öz düzenleme ölçeği (OÖDÖ): Türkiye uyarlama çalışması [Öz Düzenleme, Erken Çocukluk Eğitimi, Okul Öncesi Eğitim, Dikkati Düzenleme, Duygu Düzenleme, Davranış Düzenleme, Ölçek Uyarlama]. Eğitim ve Bilim, 39(176). https://doi.org/10.15390/eb.2014.3647 %j eĞİtİm ve bİlİm
• Flynn, K. S. (2011). Developing children's oral language skills through dialogic reading: Guidelines for implementation. Teaching exceptional children, 44(2), 8-16. https://doi.org/10.1177/004005991104400201
• Fujiki, M., Brinton, B., & Clarke, D. (2002). Emotion regulation in children with specific language impairment. Language, Speech, and Hearing Services in Schools, 33(2), 102-111. https://doi.org/doi:10.1044/0161-1461(2002/008)
• Fujiki, M., Spackman, M. P., Brinton, B., & Hall, A. (2004). The Relationship of language and emotion regulation skills to reticence in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47(3), 637-646. https://doi.org/doi:10.1044/1092-4388(2004/049)
• Güven, S., & Topbaş, S. (2014). Adaptation of the Test of Early Language Development-(TELD-3) into Turkish: Reliability and validity study. International Journal of Early Childhood Special Education, 6(2), 151-176.
• Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90. https://doi.org/https://doi.org/10.1016/S0885-2006(99)00038-1
• Hongwanishkul, D., Happaney, K. R., Lee, W. S. C., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28(2), 617-644. https://doi.org/10.1207/s15326942dn2802_4
• Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113. https://doi.org/10.1177/02711214030230030101
• Lavelli, M., Barachetti, C., Majorano, M., Florit, E., Brotto, C., & Miottello, P. (2019). Impacts of a shared book-reading intervention for Italian-speaking children with developmental language disorder. International Journal of Language & Communication Disorders, 54(4), 565-579. https://doi.org/https://doi.org/10.1111/1460-6984.12460
• Mahoney, G. (2009). Relationship focused intervention (RFI): Enhancing the role of parents in children's developmental intervention. International Journal of Early Childhood Special Education, 1(1), 79-94.
• Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social—emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23(2), 74-86. https://doi.org/10.1177/02711214030230020301
• Matte-Gagné, C., & Bernier, A. (2011). Prospective relations between maternal autonomy support and child executive functioning: Investigating the mediating role of child language ability. Journal of Experimental Child Psychology, 110(4), 611-625. https://doi.org/https://doi.org/10.1016/j.jecp.2011.06.006
• Mol S. E., Bus A. G., De Jong M. T. & Smeets D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early education and development, 19(1):7-26. https://doi.org/10.1080/10409280701838603
• Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children. International Journal of Educational Research, 48(1), 12-20. https://doi.org/https://doi.org/10.1016/j.ijer.2009.02.008
• Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64. https://doi.org/10.1037/0022-0663.86.1.54
• Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Q1uarterly, 360-374.
• Singer, B. D., & Bashir, A. S. (1999). What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders? Language, Speech, and Hearing Services in Schools, 30(3), 265-273. https://doi.org/doi:10.1044/0161-1461.3003.265
• Storkel, H. L., Komesidou, R., Fleming, K. K., & Romine, R. S. (2017). Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns. Language, Speech, and Hearing Services in Schools, 48(2), 108-124. https://doi.org/doi:10.1044/2017_LSHSS-16-0058
• Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169-181. https://doi.org/https://doi.org/10.1016/j.ecresq.2010.09.002
• Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542-555. https://doi.org/10.1037/0022-0663.86.4.542
• Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559. https://doi.org/10.1037/0012-1649.24.4.552
• Winsler, A., De LeÓN, J. R., Wallace, B. A., Carlton, M. P., & Willson-Quayle, A. (2003). Private speech in preschool children: developmental stability and change, across-task consistency, and relations with classroom behaviour. Journal of Child Language, 30(3), 583-608. https://doi.org/10.1017/S0305000903005671