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Vocabulary in dialogic reading: implications for AAC.

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|December 29, 2021
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Summary

This study identified common words 5-year-olds say during shared reading. Many words were core vocabulary, with a small percentage specific to the books, informing vocabulary selection for children with complex communication needs.

Keywords:
Augmentative and alternative communicationCore vocabularyliteracyshared readingvocabulary selection

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Area of Science:

  • Developmental Psychology
  • Speech-Language Pathology
  • Literacy Studies

Background:

  • Shared reading is crucial for early communication, language, and literacy development in children.
  • Dialogic reading strategies enhance communication skills in children using augmentative and alternative communication (AAC).
  • The specific vocabulary needs of children during shared reading, especially those using AAC, remain under-researched.

Purpose of the Study:

  • To investigate the vocabulary used by typically developing 5-year-old children during shared reading of two specific books.
  • To identify common words and book-specific vocabulary within this context.
  • To inform vocabulary selection for children with complex communication needs during shared reading.

Main Methods:

  • The study involved 5-year-old children without disabilities participating in a dialogic reading procedure.
  • Two children's books, "Corduroy" and "Whistle for Willie," were used for the shared reading sessions.
  • The words spoken by the children during reading were recorded and analyzed to identify common and book-related vocabulary.

Main Results:

  • A set of 59 common words accounted for over 62% of all words spoken by children for each book.
  • A significant portion of these common words aligned with established core vocabulary lists.
  • Fewer than 10% of the most frequently used words were directly related to the specific book content (13 for "Corduroy," 11 for "Whistle for Willie").

Conclusions:

  • The findings suggest that a core vocabulary, rather than exclusively book-specific words, forms the majority of utterances during shared reading for young children.
  • This has important implications for selecting vocabulary for AAC users to support their participation and communication during shared reading.
  • Future research should explore the balance of core versus specific vocabulary for AAC users in shared reading contexts.