This TU is part of the Bachelor’s degree in Speech and Language Therapy, in semester 4. It is a mandatory course, which allows students to: -Learn about an SLT technique “Interactive book reading”. -Acquire the different goals of this technique. -Acquire knowledge about the 5 competencies targeted during therapy. -Be able to understand who can benefit from this technique. This TU contributes to the development of the following competencies: -Clinical approach: Use an SLT technique during intervention sessions and elaborate the intervention in a convenient way for each individual case. -Collaboration: Work collaboratively with teachers and parents who can help in the use of this technique. -Therapeutic relationship: Establish and maintain a valuable therapeutic relationship with the client using a naturalistic context to help him enhance his oral language and literacy skills. -Research: Sustain theoretical knowledge and the use of new intervention methods.

Temps présentiel : 12.5 heures

Charge de travail étudiant : 20 heures

Méthode(s) d'évaluation : Examen oral

Référence :
- Dowdall, N., Melendez‐Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta‐analysis. Child development, 91(2), e383-e399. - Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203. - Asrifan, A., Setiawan, I., Ping, M. T., Syamdianita, S., & Nurchalis, N. F. (2022). Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability. Script Journal: Journal of Linguistics and English Teaching, 7(2), 380-397. - Kennedy, C., & McLoughlin, A. (2023). Developing the emergent literacy skills of English language learners through dialogic reading: A systematic review. Early Childhood Education Journal, 51(2), 317-332. - Pierson, L. M., Thompson, J. L., Ganz, J. B., Wattanawongwan, S., Haas, A. N., & Yllades, V. (2021). Coaching parents of children with developmental disabilities to implement a modified dialogic reading intervention using low technology via telepractice. American Journal of Speech-Language Pathology, 30(1), 119-136. - Towson, J. A., Green, K. B., & Abarca, D. L. (2020). Reading beyond the book: Educating paraprofessionals to implement dialogic reading for preschool children with language impairments. Topics in Early Childhood Special Education, 40(2), 68-83.