BIO

Skylar Ruffner is currently an undergraduate student in Cell and Molecular Neuroscience. Skylar is currently participating in Florida State University's Undergraduate Research Program focusing on teaching math vocabulary in the context of a shared reading routing to preschool children at risk for language delays under Taryn Wade. Additionally, Skylar is a member of the Florida State University Honors Program, as well as a platform diver for the FSU Women's Swimming and Diving Team. Prior to this, Skylar attended San Clemente High School in San Clemente, California where she graduated as a Valedictorian and California Scholarship Foundation Gold Seal Bearer. Following her undergraduate studies, Skylar hopes to pursue a Ph.D. in Neurobiology in the context of Human and Family Sciences, as well as pursue research within her field at a preeminent graduate university.

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

Abstract

The definitive purpose of this single-case multiple probe design 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 vocabulary knowledge, particularly geometric literacy, which included the analysis of shape concepts and spatial relations vocabulary. During shared reading, planned interactive questioning and prompting strategies were implemented to teach and discuss shape vocabulary. Regarding outcome variables, this intervention aims to improve math-related expressive language and math content knowledge for children (i.e., shape attributes and examples from storybooks and children’s personal experiences). 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, intervention, geometry vocabulary, language delays, preschool-aged children