The Effects of Intervention Using Literacy - Related Activities in Symbolic Play on Literacy Behaviors of Young Children with Developmental Delays

Oh, Serim; Lee, SoHyun

ORIGINAL ARTICLE

Commun Sci Disord. 2002;7(2): 250-270.

Serim Oh^` , and SoHyun Lee^`

오세림(Serim Oh)| 이소현(SoHyun Lee)

ABSTRACT

Intervention using literacy- related activities in symbolic play has been suggested as one of the effective methods of enhancing literacy for typically developing young children. This study examined the effect s of intervention using literacy- related activities in symbolic play of three young children with developmental delays. Intervention was conducted with multiple probe baseline design across three participant s. To implement the intervention, literacy- related activities in symbolic play have been carried out with the participant s for 15 minutes. The method of partial interval time sampling has been used to collect data for 10 minutes each session. To collect generalization data, literacy behavior s of the participant s were observed in the classroom free- play setting immediately after the inter - vention sessions. Follow- up data were collected three weeks after the termination of the intervention. The result s obtained from the present study are as follows: (1) The total rate of literacy behavior s increased in all three participant s by implementing intervention using literacy- related activities in symbolic play; (2) the increase in the literacy behavior s was generalized to unstructured situation(children s classroom) in all three participant s; (3) these effect s were maintained three weeks beyond the intervention in all three participant s. Details of the result s and discussions relevant to them are provided in terms of future use of the intervention used in this study to increase literacy behavior s of young children with developmental delays.

Keywords: 장애유아 | 문해력 | 극놀이 | 발달지체