dc.contributor.advisor | Schuele, Clare Melanie | |
dc.creator | Liang, Shih-Yuan | |
dc.date.accessioned | 2020-09-15T23:36:40Z | |
dc.date.available | 2020-09-15T23:36:40Z | |
dc.date.created | 2020-08 | |
dc.date.issued | 2020-08-20 | |
dc.date.submitted | August 2020 | |
dc.identifier.uri | http://hdl.handle.net/1803/15964 | |
dc.description.abstract | Telepractice holds substantial promise in facilitating equitable access and cost-effective services for all school-age children, regardless of geographic locations, physical conditions, or socioeconomic status. The overwhelmingly positive evidence on telepractice intervention outcomes has been called into questions by several study limitations: flawed research design, inadequate measurement, and not documenting scoring reliability and treatment fidelity. Few studies examined the feasibility of delivering language-literacy interventions via telepractice to primary-school children. This study employed a single-case, multiple-probe design across four primary-school struggling readers to study the functional relation between a reading comprehension monitoring intervention Does It Make Sense and child self-corrections in independent oral reading. Participants completed two to three weekly, one-on-one therapy sessions via ZOOM across 7 to 10 weeks. The probe assessments included a 4-minute reading task and the CUBED Narrative Language Measures to characterize reading self-corrections and reading comprehension respectively. We reported evidence for a functional relation and adequate procedural fidelity and probe assessment reliability in support of the feasibility of delivering language-literacy intervention for school-age children via telepractice. Transferred effects on distal outcomes, participating families’ feedback, facilitating factors and barriers to telepractice are overviewed. | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | Telepractice, school-age children, literacy disorders, language impairment, language-literacy intervention | |
dc.title | Language-Literacy Intervention through Telepractice for School-Age Children: A Single Case Design Study | |
dc.type | Thesis | |
dc.date.updated | 2020-09-15T23:36:41Z | |
dc.type.material | text | |
thesis.degree.name | PhD | |
thesis.degree.level | Doctoral | |
thesis.degree.discipline | Hearing & Speech Sciences | |
thesis.degree.grantor | Vanderbilt University Graduate School | |
dc.creator.orcid | 0000-0002-5498-6062 | |