Type of Document	Thesis
Author	Prichard, Cassandra Danielle
URN	etd-07162010-100103
Title	Enhancing Basic Concepts in Preschool Children Through Interactive Storybook Reading
Degree	Master of Science
Department	Accounting, Department of
Advisory Committee	Advisor Name Title Juliann Woods Committee Chair Carla Wood Jackson Committee Member Ramonda Horton-Ikard Committee Member
Keywords	Basic Concepts Preschool Children Dialogic Reading Storybook Reading Flap Books
Date of Defense	2010-06-17
Availability	restricted
Abstract The purpose of this study was to examine whether dialogic reading, an evidence based intervention involving interactive storybook reading, improved the basic concept knowledge of preschool children using flap books or storyline books. A multiple baseline design was used with four children to teach eight basic concepts. Concepts were identified for each child from the Boehm Test of Basic Concepts (Boehm, 2001) and embedded within the two different types of books, flap and storyline books, to determine if the type of book would have an intervention effect on vocabulary learning. A positive change in basic concept comprehension was demonstrated on the Boehm Test of Basic Concepts (Boehm, 2001) following implementation of dialogic reading strategies using flap books and basic storyline books indicating that overall the intervention was effective. However, the implications of the results regarding the type of storybook most appropriate for the intervention are not clear. Further research is warranted on the use of flap books and dialogic reading.
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