The Effects of a Multi-Component Intervention on Preschool Children’s Literacy Skills

Abstract

This study examined the effects of a multi-component intervention program (i.e., extended instruction and iPad app technology) on preschool children’s vocabulary. Instruction utilizing the intervention program was provided across 6 storybooks, 4 verbs per book, for a total of 24 verbs. Dependent variables included expressive vocabulary, definitions/examples, and generalization. A repeated acquisition (RA) design was used across six participants. There were increases across all participants from pretest to posttest for the expressive vocabulary and definition/examples measures. In addition, participants were able to generalize knowledge to novel images, both expressively and receptively. Implications for research and practice are provided.