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Спутники
РН
SpaceX
Роскосмос
NASA
СпутникиРНSpaceXРоскосмосNASA This study examined early intervention (EI) providers' perceptions of digital media tutorials designed to support adults’ use of dialogic reading (DR) strategies. Using a survey-based design, this study examined providers’ reported use of DR strategies, including PEER (Prompt, Evaluate, Expand, Repeat) and CROWD (Completion, Recall, Open-Ended Questions, Wh-Questions, Distancing), before viewing digital media tutorials, as well as their prospective use of these strategies after viewing the tutorials. It also documented participants’ beliefs about the usefulness of social mediain early intervention practice. Participants included 116 early intervention providers primarily from the Mountain West region of the United States. Survey results indicated that PEER strategies were the most frequently reported prior to viewing the tutorials and remained highly endorsed for future use. CROWD strategies demonstrated the greatest increase in reported prospective use following tutorial exposure. A statistically significant difference was detected between participants’ reported current and prospective strategy use, with a medium effect size observed. Furthermore, participants indicated that they believed digital tutorials and social media may be useful in working with families, and the picture-and-caption-enhanced social media format was slightly preferred over traditional-style videos. These findings highlight the potential of digital media tutorials as a resource for supporting EI providers’ use of evidence-based language and literacy strategies, such as DR, in the digital era.
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