MEI Studies’ Review on Emergence Speaker Behavior by Young Children

Abstract

The objectives of this study were to evaluate the dimensions of naming studies and to examine the tasks used in Multiple Exemplar Instruction (MEI) that provided conditions for the emergence of speaker behavior in children up to 60 months of age. For this, a systematic review conducted according to the requirements of the PRISMA checklist was carried out. Searches were carried out in the EBSCO, ERIC, PubMED, SCOPUS, PEPSIC, LILACS, SciELO and Web of Science databases, without reference to the period of publication. The descriptors used were “Instrução com Múltiplos Exemplares” and “Multiple Exemplar Instruction”. The searches resulted in the retrieval of a total of 88 studies. As a result of selection criteria, five articles were analyzed in full. In four studies, participants showed naming behavior. Regarding the procedures and results, the average number of blocks needed for structured teaching in MEI was different for each study. The results suggest that a variable that influenced the results was programmed teaching before exposure to structured teaching in MEI.