A Study on How Story Retelling Activities Using Picture Books Affects Story Composition Ability and Vocabulary of Children with Intellectual Disabilities
Written by: Lee, Hae-Saeng
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Lee, ...
A Study on How Story Retelling Activities Using Picture Books Affects Story Composition Ability and Vocabulary of Children with Intellectual Disabilities
Written by: Lee, Hae-Saeng
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Lee, Young-Chul Ph.D.
This study was conducted to research how story retelling activities influence story composing abilities and their vocabulary skills of children with Intellectual Disabilities. It was a case study of three children with Intellectual Disabilities that was conducted twice a week for twelve weeks; 24 times in total. The hypotheses for inquiry are as below.
First, the study is able to identify a positive influence on children with Intellectual Disabilities story composing abilities through the use of story retelling activities using picture books.
Second, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities vocabulary capacity.
Third, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities expressive vocabulary.
The results of the study about the influence of story retelling activities using picture books on children with Intellectual Disabilities story composing abilities and vocabulary are explained below.
First, the study found positive effects on children with Intellectual Disabilities story composing abilities.
Second, the study positively influenced children with Intellectual Disabilities vocabulary capacity.
Third, the study showed positive effects on children with Intellectual Disabilities expressive vocabulary.
Therefore, the study demonstrates that story retelling activities using picture books is effective at improving children with Intellectual Disabilities story composing abilities and expressive vocabulary capacity.
The restrictions of this study are as below.
First, this research was conducted on three children with Intellectual Disabilities, so it is limited as to making generalizations about the effectiveness of story retelling activities using picture books for other children with Intellectual Disabilities
Second, as this study shows only 3 exam results (a pre, during, and post test) that are based on 24 separate observations of children who have Intellectual Disabilities, it is hard to generalize about the effectiveness of story retelling activities using picture books for children who are Intellectual Disabilities to increase their story composing abilities and vocabulary skills.
Third, the increase in newly acquired vocabulary was not dramatic; several negative effects were found from the three children’s sentences. They didn’t use the vocabulary perfectly, but expressed it using similar vocabulary and with unclear pronunciation.
A Study on How Story Retelling Activities Using Picture Books Affects Story Composition Ability and Vocabulary of Children with Intellectual Disabilities
Written by: Lee, Hae-Saeng
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Lee, Young-Chul Ph.D.
This study was conducted to research how story retelling activities influence story composing abilities and their vocabulary skills of children with Intellectual Disabilities. It was a case study of three children with Intellectual Disabilities that was conducted twice a week for twelve weeks; 24 times in total. The hypotheses for inquiry are as below.
First, the study is able to identify a positive influence on children with Intellectual Disabilities story composing abilities through the use of story retelling activities using picture books.
Second, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities vocabulary capacity.
Third, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities expressive vocabulary.
The results of the study about the influence of story retelling activities using picture books on children with Intellectual Disabilities story composing abilities and vocabulary are explained below.
First, the study found positive effects on children with Intellectual Disabilities story composing abilities.
Second, the study positively influenced children with Intellectual Disabilities vocabulary capacity.
Third, the study showed positive effects on children with Intellectual Disabilities expressive vocabulary.
Therefore, the study demonstrates that story retelling activities using picture books is effective at improving children with Intellectual Disabilities story composing abilities and expressive vocabulary capacity.
The restrictions of this study are as below.
First, this research was conducted on three children with Intellectual Disabilities, so it is limited as to making generalizations about the effectiveness of story retelling activities using picture books for other children with Intellectual Disabilities
Second, as this study shows only 3 exam results (a pre, during, and post test) that are based on 24 separate observations of children who have Intellectual Disabilities, it is hard to generalize about the effectiveness of story retelling activities using picture books for children who are Intellectual Disabilities to increase their story composing abilities and vocabulary skills.
Third, the increase in newly acquired vocabulary was not dramatic; several negative effects were found from the three children’s sentences. They didn’t use the vocabulary perfectly, but expressed it using similar vocabulary and with unclear pronunciation.
A Study on How Story Retelling Activities Using Picture Books Affects Story Composition Ability and Vocabulary of Children with Intellectual Disabilities
Written by: Lee, Hae-Saeng
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Lee, Young-Chul Ph.D.
This study was conducted to research how story retelling activities influence story composing abilities and their vocabulary skills of children with Intellectual Disabilities. It was a case study of three children with Intellectual Disabilities that was conducted twice a week for twelve weeks; 24 times in total. The hypotheses for inquiry are as below.
First, the study is able to identify a positive influence on children with Intellectual Disabilities story composing abilities through the use of story retelling activities using picture books.
Second, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities vocabulary capacity.
Third, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities expressive vocabulary.
The results of the study about the influence of story retelling activities using picture books on children with Intellectual Disabilities story composing abilities and vocabulary are explained below.
First, the study found positive effects on children with Intellectual Disabilities story composing abilities.
Second, the study positively influenced children with Intellectual Disabilities vocabulary capacity.
Third, the study showed positive effects on children with Intellectual Disabilities expressive vocabulary.
Therefore, the study demonstrates that story retelling activities using picture books is effective at improving children with Intellectual Disabilities story composing abilities and expressive vocabulary capacity.
The restrictions of this study are as below.
First, this research was conducted on three children with Intellectual Disabilities, so it is limited as to making generalizations about the effectiveness of story retelling activities using picture books for other children with Intellectual Disabilities
Second, as this study shows only 3 exam results (a pre, during, and post test) that are based on 24 separate observations of children who have Intellectual Disabilities, it is hard to generalize about the effectiveness of story retelling activities using picture books for children who are Intellectual Disabilities to increase their story composing abilities and vocabulary skills.
Third, the increase in newly acquired vocabulary was not dramatic; several negative effects were found from the three children’s sentences. They didn’t use the vocabulary perfectly, but expressed it using similar vocabulary and with unclear pronunciation.
A Study on How Story Retelling Activities Using Picture Books Affects Story Composition Ability and Vocabulary of Children with Intellectual Disabilities
Written by: Lee, Hae-Saeng
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Lee, Young-Chul Ph.D.
This study was conducted to research how story retelling activities influence story composing abilities and their vocabulary skills of children with Intellectual Disabilities. It was a case study of three children with Intellectual Disabilities that was conducted twice a week for twelve weeks; 24 times in total. The hypotheses for inquiry are as below.
First, the study is able to identify a positive influence on children with Intellectual Disabilities story composing abilities through the use of story retelling activities using picture books.
Second, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities vocabulary capacity.
Third, the study is able to identify the positive influence of story retelling activities using picture books on children with Intellectual Disabilities expressive vocabulary.
The results of the study about the influence of story retelling activities using picture books on children with Intellectual Disabilities story composing abilities and vocabulary are explained below.
First, the study found positive effects on children with Intellectual Disabilities story composing abilities.
Second, the study positively influenced children with Intellectual Disabilities vocabulary capacity.
Third, the study showed positive effects on children with Intellectual Disabilities expressive vocabulary.
Therefore, the study demonstrates that story retelling activities using picture books is effective at improving children with Intellectual Disabilities story composing abilities and expressive vocabulary capacity.
The restrictions of this study are as below.
First, this research was conducted on three children with Intellectual Disabilities, so it is limited as to making generalizations about the effectiveness of story retelling activities using picture books for other children with Intellectual Disabilities
Second, as this study shows only 3 exam results (a pre, during, and post test) that are based on 24 separate observations of children who have Intellectual Disabilities, it is hard to generalize about the effectiveness of story retelling activities using picture books for children who are Intellectual Disabilities to increase their story composing abilities and vocabulary skills.
Third, the increase in newly acquired vocabulary was not dramatic; several negative effects were found from the three children’s sentences. They didn’t use the vocabulary perfectly, but expressed it using similar vocabulary and with unclear pronunciation.
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