Multimodal Communication Support for Word Recognition and Literacy in Children With Language Delays


As the definition of being literate transforms from being able to read and write to being able to decipher a variety of mediums (e.g., music, text emojis, and more!), it is necessary that curriculum is adapted to reflect these changes. This paper discusses 11 preschoolers aged 4 to 6 years with language delays and their ability to recognize one-syllable words. Two different interventions assessed word recognition. One intervention paired gestures with five words. The second intervention had participants create self-interpreted drawings for each of the remaining five words. To determine whether or not gestures and drawing were effective literacy strategies, participants’ word recognition scores pre and post intervention were analyzed. Assessments featured a visual field of three printed words and analyzed participants’ printed word recognition by asking them to point to the orally presented word. The correct responses connected to gestures versus drawing were compared. This study was inspired by the Stage to Page program, a collaboration between Ballet Vero Beach, The Learning Alliance, and the School District of Indian River County that worked to connect the art of dance and literacy in elementary-aged students (The Learning Alliance, 2021, 0:00). The program aimed to combat illiteracy and reach the community’s goal of 90% of students reading at grade-level by the end of third grade. Curriculum combined dance and literacy, ended in a culminating post-performance workshop, and identified that integrating the arts is a unique way to provide students access to text and support other areas of learning, such as literacy and reading

Similar works

This paper was published in Digital Commons @ Butler University.

Having an issue?

Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.