There were no statistically significant differences between groups for receptive vocabulary as measured by the EVT-2. Children in the direct instruction app group also performed statistically significantly higher than both control groups on the iPad Receptive Vocabulary Assessment. Using a repeated measures analysis of variance with split plot analysis, children who used direct instruction apps performed statistically significantly higher on the PPVT-4 than children who used open-ended apps. To assess expressive vocabulary, the EVT-2 (Williams, 2007) and an iPad Expressive Vocabulary Assessment (Vatalaro, 2015b) were used. To assess receptive vocabulary, the PPVT-4 (Dunn & Dunn, 2007) and an iPad Receptive Vocabulary Assessment (Vatalaro, 2015a) were used. Children*s vocabulary was assessed pre- and post-intervention. Two classrooms served as control groups (n = 18 n = 14) which used apps that were chosen by the Head Start program with no specific instructional method. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an eight-week intervention in which the children interacted with one of two types of apps: one classroom used direct instruction vocabulary apps (n = 16) and one classroom used open-ended vocabulary apps (n = 15). The primary purpose of the present study was to examine the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of preschool children living in economically disadvantaged communities. What is more, as early childhood professionals are beginning to incorporate mobile media into their classrooms, they are struggling with the ability to use these devices in developmentally appropriate ways (Marklund, 2015 Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014 Radesky, Schumacher, & Zuckerman, 2015) and there are recommendations in place for using mobile media with young children in active, open-ended ways (NAEYC & Fred Rogers Center, 2012), there has been very limited research conducted on the impact of mobile media on young children*s development. In particular, children*s use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Despite these recommendations, most young children have easy access to various types of screens. Organizing information and regulating behaviorĬonnect with your child’s primary provider or contact your local early intervention office to see if a speech-language pathologist is right for them.The American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three- and four-year-olds.Understanding information such as directions or questions – needs help understanding words spoken to them.Using words, phrases, and sentences to communicate at an age appropriate level – needs help using words to communicate and/or turning words into phrases. Speaking fluently, especially if they struggle with a speech impediment like stuttering.Feeding or swallowing – unable to safely eat or drink age-appropriate foods and liquids. A child may need to see a speech-language pathologist if they experience difficulty: They help children find ways to communicate effectively through verbal and non-verbal language. One type of healthcare provider that often deals with communication issues is a speech-language pathologist. There are many possible solutions they can help you explore! If you notice your child is experiencing a speech delay, or having any trouble with understanding communication and/or communicating to you, it’s best to talk to your healthcare provider. What to Watch For What to do if your child is experiencing a communication delay
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