Embedding Language Therapy in Dialogic Reading to Teach Morphologic Structures to Children With Language Disorders

Abstract

The purpose of this study was to investigate the efficacy of embedding language therapy in dialogic storybook reading as a method that speech-language pathologists (SLPs) can use to teach morphologic structures to children with language disorders, while exposing them to literacy materials. Previous research has shown that dialogic reading (DR) improves children’s receptive and expressive vocabulary and increases their mean length of utterance. However, previous research has not examined the efficacy of the program as an intervention administered by SLPs for children diagnosed with language disorders. In the present study, participants were read to using principles of DR intended to evoke their production of specific bound morphemes. A multiple-baselines-across-subjects research design was employed. Results indicated that all three participants improved production of their respective target morphemes, although to varying degrees, and exhibited some generalization to unfamiliar stimuli and in conversation.