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ORIGINAL ARTICLE
Commun Sci Disord. 2006;11(3): 219-233.
The Effects of Storybook Reading Intervention Using VOCA on Emergent Literacy of Children with Multiple Disabilities
Mi Hwa Lim` , Eunhye Park` , and Jeongyoun Kim`
Copyright ©2006 The Korean Academy of Speech-Language Pathology and Audiology
임미화(Mi Hwa Lim)| 박은혜(Eunhye Park)| 김정연(Jeongyoun Kim)
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ABSTRACT
The purpose of this study was to investigate the effects of storybook reading using Voice Output Communication Aid(VOCA) on emergent literacy including reading behavior and word awareness of children with multiple disabilities. Participants were three children with speech and physical impairments. The intervention consisted of storybook reading using VOCA and systematic prompts. The children were taught to show reading behavior using the VOCA and to recognize the word while reading a book. Multiple-probe, baseline design across was used across subjects. As a dependent variable, emergent literacy was measured with two methods: checking the reading behavior during storybook reading and the test of word awareness. The intervention was composed of 10~17 sessions and the 4 generalization probes were measured. The results of this study were as follows. First, the storybook reading using VOCA increased the frequency of children’s reading behavior. Second, the storybook reading using VOCA enhanced children’s word awareness. Third, enhanced reading behavior and word awareness were maintained after stoping the intervention. The study results showed that the storybook reading using VOCA has a positive effect on the reading behavior and word awareness of children with multiple disabilities. Implications for practical application and future study were discussed.
Keywords: 보완대체의사소통 | 초기 문해력 | 이야기책 읽기 중재 | 중복장애 | 음성출력의사소통 도구 | 읽기 지도 | Augmentative and Alternative Communication(AAC)
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