Effects of Experiential Learning on Students' Use of Facilitative Language Techniques during Shared Book Reading with Young Children

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  • Author(s): Hall-Mills, Shannon
  • Language:
    English
  • Source:
    Teaching and Learning in Communication Sciences & Disorders. 2022 6(1).
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
    • Peer Reviewed:
      Y
    • Source:
      17
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
      Office of Special Education Programs (OSEP) (ED/OSERS)
    • Contract Number:
      H325K13030417
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Experiential Learning; Reading Strategies; Graduate Students; Language Acquisition; Poverty; Community Programs; Program Effectiveness; At Risk Persons; Homeless People; Story Reading; Parent Role; Preschool Children
    • ISSN:
      2689-6443
    • Abstract:
      The purpose of this pilot study was to measure the effects of experiential learning on graduate students' use of facilitative language techniques (FLTs) to support language development in young children from a high poverty population. Seven CSD graduate students who participated in a language seminar received direct instruction in and experiential learning with 11 FLTs. The students implemented the learned techniques during an 8-week experience in the community while providing shared book reading activities for children at a local family shelter. Results indicated that the students made significant gains in the number and type of FLTs used during book reading activities. The findings suggest that experiential learning yielded clinically significant changes in the graduate students' use of FLTs during shared book reading with young children. Implications are provided for further research.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2022
    • Accession Number:
      EJ1349463