The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading

Holly L. Storkel, Rouzana Komesidou, Mollee J. Pezold, Adrienne R. Pitt, Kandace K. Fleming, Rebecca Swinburne Romine
  • Language Speech and Hearing Services in Schools, October 2019, American Speech-Language-Hearing Association (ASHA)
  • DOI: 10.1044/2019_lshss-voia-18-0131

Does it matter how you achieve 36 exposures during interactive book reading? Nope!

What is it about?

Our prior work showed that kindergarten children with developmental language disorder (DLD) needed to hear a new word 36 times to learn it. In this study, we wanted to determine whether it mattered how those 36 exposures were achieved. Is it better to hear the word many times in a single book reading session (e.g., 9 times) but read the book fewer times (e.g., 4 times), or is it better to hear the word fewer times in a single book reading session (e.g., 4 times) but read the book many times (e.g., 9 times)? It turns out that it doesn't matter how you divide up the 36 exposures: children learn equally well. However, the children did not remember the words they learned after we stopped reading the books, and there was a lot of variation in how many words each child learned. More research is needed to determine how to help children learn and remember as many words as possible.

Why is it important?

This is important because it means that book reading can be divided up into intervals that are convenient for speech-language pathologists, parents, teachers, and children. For example, for children with shorter attention spans, the words can be talked about fewer times in a single book reading session to maintain the child's attention and motivation, but the book can be read many different times to achieve 36 total exposures to the words. Also, the variation in remembering the words and in the number of words learned means that speech-language pathologist need to closely monitor learning and remembering words for each child. Because this was a research study, we were not able to adjust the book reading to better meet the needs of each individual child. These results suggest that tailoring the treatment to each individual child will likely be an important step in clinical practice.

Perspectives

Professor Holly Storkel
University of Kansas

I am excited that we were able to publish this article in Language, Speech, and Hearing Services in Schools in a special forum on vocabulary instruction. We set out to find a difference in the different ways you can divide up book reading exposures. We didn't find a difference. It can be hard to get an article published when the answer to your research question is "it doesn't matter." But, it's really important for clinicians to know what matters and what doesn't matter, so I'm glad we are able to share this information with them. After reading this article, I imagine clinicians breathing a sigh of relief because figuring out your schedule for seeing kids is already tough enough!

Read Publication

http://dx.doi.org/10.1044/2019_lshss-voia-18-0131

The following have contributed to this page: Professor Holly Storkel