Graduate Program

Communication Disorders and Sciences

Degree Name

Master of Science (MS)

Semester of Degree Completion

2008

Thesis Director

Angela Anthony

Thesis Committee Member

Rebecca Throneburg

Thesis Committee Member

Gail Richard

Thesis Committee Member

Lynn Calvert

Thesis Committee Member

Robert Augustine

Abstract

Research indicates that reading books is beneficial for development of vocabulary and syntax (Robbins & Ehri, 1994). Joint book reading is defined as the interaction between an adult, child, and a book while reading. The language experience approach (LEA) is a reading method that "promotes reading and writing through the use of personal experiences and oral language"(Taylor, 1992). The purpose of this study was to systematically evaluate the effectiveness of joint book reading and the language experience approach on vocabulary acquisition in preschool and kindergarten children with hearing impairments, as well as, preschool and kindergarten children with normal hearing.

Within group and between group research designs were used to systematically compare the effects of joint book reading strategies and the language experience approach on receptive and expressive vocabulary. The participants were four preschool and four kindergarten children enrolled at St. Joseph's Institute for the Deaf, anan auditoryschool. The independent variables for the study were the specific readingug approach (1.e. joint book reading or language experience approach) and the hearing status (i.e. hearing impaired or normal hearing) of the participants. The dependent variables were pre- and posttest measures from receptive and expressive vocabulary tests, which assessed gains in vocabulary knowledge. The participants were exposed to the specific reading approach for two weeks within their classroom; after which receptive and expressive vocabulary measures were completed.

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