The Effects of Storybook Reading Intervention Using VOCA on Emergent Literacy of Children with Multiple Disabilities

Lim, Mi Hwa; Park, Eunhye; Kim, Jeongyoun

ORIGINAL ARTICLE

Commun Sci Disord. 2006;11(3): 219-233.

Mi Hwa Lim^` , Eunhye Park^` , and Jeongyoun Kim^`

임미화(Mi Hwa Lim)| 박은혜(Eunhye Park)| 김정연(Jeongyoun Kim)

ABSTRACT

The purpose of this study was to investigate the effects of storybook reading using Voice Output Communication Aid(VOCA) on emergent literacy including reading behavior and word awareness of children with multiple disabilities. Participants were three children with speech and physical impairments. The intervention consisted of storybook reading using VOCA and systematic prompts. The children were taught to show reading behavior using the VOCA and to recognize the word while reading a book. Multiple-probe, baseline design across was used across subjects. As a dependent variable, emergent literacy was measured with two methods: checking the reading behavior during storybook reading and the test of word awareness. The intervention was composed of 10～17 sessions and the 4 generalization probes were measured. The results of this study were as follows. First, the storybook reading using VOCA increased the frequency of children’s reading behavior. Second, the storybook reading using VOCA enhanced children’s word awareness. Third, enhanced reading behavior and word awareness were maintained after stoping the intervention. The study results showed that the storybook reading using VOCA has a positive effect on the reading behavior and word awareness of children with multiple disabilities. Implications for practical application and future study were discussed.