29th Annual Student Research Conference
Student Clinician and Child Book-Reading Interactions: Early Head Start Speech-Language Enrichment Program
Michala L. Mattingly*, Megan C. Lenhard, and Kelsie N. Fischer
Dr. Ilene Elmlinger and Dr. Janet Gooch, Faculty Mentors
A research project was conducted studying which type of children's picture book (book with words or book without words) is the most effective in stimulating responses and engagement from a child aged one to three. The Language Enrichment program involved interprofessional collaboration between Truman's Communication Disorders department and staff members at Kirksville's Early Head Start Center. The subjects participated in the Early Head Start Language Enrichment program one hour a week for five weeks total. Each week, the subjects provided Language Enrichment to the Early Head Start students through various play activities. During three of the five weeks, selected subjects were designated to be video-taped reading one of the types of books to the same child each week (book with words, wordless book, and wordless book accompanied by a guide of effective reading strategies). The videos were transcribed and analyzed to determine which book type is the most effective.
Keywords: language enrichment, communication disorders, Early Head Start, book-reading interactions
Topic(s):Communication Disorders
Presentation Type: Oral Paper
Session: -2
Location: VH 1010
Time: 2:45