This study examined the effect of a shared reading routine on the geometry vocabulary knowledge of four preschool children at risk for language delays. Literacy-based interventions can be used to teach vocabulary for children at risk for language delays, incorporating interactive questioning techniques and explicit definitions. Children were taught geometry vocabulary, specifically attributes (i.e., characteristics) of two-dimensional shapes and examples from the storybooks (i.e., contextualized examples) and personal experiences (i.e., decontextualized examples). A dialogic shared reading activity was used with the PEER scaffolding steps and selected question prompts from CROWD with multiple exposures to the target words. This study utilized a single-case, multiple probe across word sets (i.e., tiers) and intervention sessions were delivered one-on-one with each participant. A probe, referred to as a knowledge check, was administered in every session across phases. Each participant improved in some aspects of geometry vocabulary knowledge. Suggestions for future research to build upon this intervention are discussed.

本研究检查了共享阅读程序对 4 名有语言发育迟缓风险的学龄前儿童的几何词汇知识的影响。基于识字的干预措施可用于为有语言发育迟缓风险的儿童教授词汇，结合互动提问技术和明确的定义。孩子们学习了几何词汇，特别是二维形状的属性（即特征）和故事书中的例子（即情境化的例子）和个人经历（即去情境化的例子）。对话式共享阅读活动与 PEER 脚手架步骤一起使用，并从 CROWD 中选择问题提示，并多次接触目标单词。本研究利用了跨词集（即分层）的单案例、多探针，并与每个参与者进行一对一的干预会议。探测（称为知识检查）在各个阶段的每个会话中进行管理。每个参与者在几何词汇知识的某些方面都有所提高。讨论了基于这种干预的未来研究建议。