Investigation of the effect of interactive book reading practice on children with developmental language delay in early language intervention

The main purpose of the study is to evaluate the effect of interactive book reading practice on expressive language word acquisition and home early literacy environments of children with developmental language delay. A total of 13 children who applied to the Language and Speech Unit of Hacettepe University Department of Child Development have been randomly assigned to the participants (n = 8) and controls (n = 5) and formed the sample of the study. The measurement tools used in the study were used as pre-test, post-test and retention test tool in both groups. In the study, quasi-experimental design was used in which randomized groups were randomly assigned as experimental groups. An interactive book reading application was applied to the participant group, 8 weeks, 2 sessions per week (sessions 45 minutes). In the results of the study; according to the TİGE II (Turkish Communication Behavior Development Inventory), which was applied at the end of the interactive book reading practice, in the expressive word acquisition of the children with developmental language delay, according to the target word gains selected from the books and the home early literacy environment scale (EVOK) and reading together, the subtest it is seen that there is an increase in scores. According to the general findings, evidence of development of interactive book reading for children aged 29-36 months with developmental language delay was found to contribute to children's language development and home early literacy environment.