Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers With Hearing Loss

Abstract

Children with hearing loss often experience communication and language delays that result in difficulties acquiring novel vocabulary and literacy skills. This research examined the effectiveness of using repeated storybook reading paired with explicit teacher instruction to teach novel vocabulary to young children with hearing loss who were receiving instruction with an oral approach. Data from a multiple baseline design across 4 children demonstrated that all children acquired the instructional vocabulary words, demonstrated generalization of the words in a novel situation, and maintained vocabulary for 2–4 weeks following intervention. Vocabulary that had not been explicitly taught was learned at a low rate across the 5 books. Implications for teaching young children with hearing loss and communication delays are discussed.