BIO

My name is Madison Klick and I am currently a freshman at Florida State University pursuing a double major in Criminology and Biological Science; I have also taken on two minors in Chemistry and Underwater Crime Scene Investigations. I grew up in Wilkes-Barre, Pennsylvania and moved to Melbourne, Florida in 2018 where I graduated high school with my Associates of Arts degree from Eastern Florida State College. While attending FSU, I have been fortunate enough to be accepted into UROP, where I was able to advance my experience in research and networking. Obtaining my Bachelor’s degree and beyond from Florida State University is going to open countless opportunities as I aspire to land a job as a forensic biologist and on-call crime scene diver. My hopes for the future is that a job as a diver will allow me to travel and heighten my understanding of the world and cultures around me.

The Effects of Shared Reading on the Geometry Vocabulary Knowledge of Preschool Children At Risk for Language Delays

Abstract

The definitive purpose of this research study is to convey the effects of shared reading on the development of early mathematical vocabulary language skills in preschool-aged children at risk for language delays; in this study, language delays are defined as such: having difficulty learning new words, embedding fewer vocabulary words in their daily conversations, difficulty expressing thoughts and/or feelings, or difficulty understanding others in a similar learning environment (Noble et al., 2020; Saeed et al., 2018). The study focused upon the use of shared reading in the improvement of preschool mathematical domains, particularly geometric literacy, which included the analysis of shape concepts and spatial relations vocabulary. Shared interactive storybook readings and the application of diagnostic reading with geometric aspects will inspire newfound strategies, aiding in the analytical questioning phase of the intervention. The study will utilize three distinct phases - baseline, intervention, and maintenance. Knowledge of shape vocabulary will be predetermined before shared reading, a conclusive knowledge check will occur to determine the effectiveness of the shared reading strategy, and reestablishment of the intervention’s efficacy will be determined in respective order. These strategies will create exposure to new terms and opportunities for expanded comprehension and therefore will result in the prediction of a positive correlation with shared reading and vocabulary development and improvement.

Keywords: shared reading, geometry vocabulary, language delays, preschool, intervention