Document Type

Conference Proceeding

Abstract

We present a case study of Ben, a second grader receiving special education for a speech-language impairment, literacy/numeracy deficits, and behavioral regulation in the 2019-2020 school year when the pandemic closed schools in March. Focusing on reading comprehension and vocabulary, we implemented our shared book-reading intervention called Dialogic Reading with Integrated Vocabulary Enrichment (DRIVE), which involves using specific types of prompts to engage in a dialogue about the story that will encourage development of children’s expressive language and vocabulary as well as advance their story comprehension. After nine 30-minute weekly sessions, Ben showed substantial vocabulary improvement and improved motivation.

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