This study looked at the effect of interactive storybook reading (ISR) on the vocabulary skills of six preschoolers who are deaf or hard of hearing. They found that students were able to describe vocabulary words accurately after three weeks of intervention (four days per week, 15 minutes per day), and generalized their ability to describe vocabulary words to pictures that had not been presented during ISR. However, this study has some meaningful limitations—so why bring it to your attention?
Two big reasons. First, the article includes TONS of details on how to implement the intervention. Do you need a review on dialogic reading and interactive storybook reading? How about a refresher on why ISR is effective for students who are DHH? Would you like a description of the types of questions to ask during ISR? Materials and examples? How and when to get baseline, generalization, and maintenance measures? Check out the article!
Second, this study was a collaborative effort. Researcher and clinician (in this case, a TODHH) worked together to design and implement a study to see if this kind of intervention was feasible, ecologically valid, and effective in the classroom setting. And the intervention was actually adjusted to include word-meaning instruction, based on the TODHH’s recommendation. Involving clinicians in the research process offers a good chance that the interventions being studied will actually be used. We want to see more collaborations like this!
Trussell, J. W., Hasko, J., Kane, J., Amari, B., & Brusehaber, A. (2018). Interactive storybook reading instruction for preschoolers who are deaf and hard of hearing: A multiple probe across behaviors analysis. Language, Speech, and Hearing Services in Schools. Advance online publication. doi:10.1044/2018_LSHSS-17-0085