Impacts of Parent-Implemented Early-Literacy Intervention for Spanish-Speaking Children with Language Impairment

Autor/inn/en	Pratt, Amy S.; Justice, Laura M.; Perez, Ashanty; Duran, Lillian K.
Titel	Impacts of Parent-Implemented Early-Literacy Intervention for Spanish-Speaking Children with Language Impairment
Quelle	In: International Journal of Language & Communication Disorders, 50 (2015) 5, S.569-579 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12140
Schlagwörter	Literacy; Spanish Speaking; Individual Differences; Language Impairments; Mexicans; Pretests Posttests; Control Groups; Alphabets; Reading Programs; Family Environment; Parents as Teachers; Reading Improvement; Early Intervention; Outcomes of Treatment; Foreign Countries; Concept Formation; Children; Parent Child Relationship; Mexico + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Individueller Unterschied; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Mexikaner; Buchstabenschrift; Familienmilieu; Ausland; Concept learning; Begriffsbildung; Child; Kind; Kinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mexiko
Abstract	Background: Children with language impairment (LI) often have lags in development of print knowledge, an important early-literacy skill. This study explores impacts of a print-focused intervention for Spanish-speaking children with LI in Southeastern Mexico. Aims: Aims were twofold. First, we sought to describe the print knowledge (print-concept knowledge, alphabet knowledge) of Spanish-speaking children with LI. Second, we determined the extent to which print-referencing intervention delivered by children's parents could improve print knowledge. Methods & Procedures: Using a pre-test--post-test delayed treatment research design, 13 parent-child dyads were assigned to an intervention (n = 8) versus control (n = 5) condition. Children were drawn from a speech-language clinic and all were receiving services for LI. Caregivers in the intervention group implemented an 8-week home-reading programme following a systematic scope and sequence for improving children's print knowledge. Outcomes & Results: Children showed individual differences in their print knowledge based on three baseline measures examining print-concept knowledge, alphabet knowledge and letter-sound knowledge. Those whose caregivers implemented the 8-week programme showed statistically and practically significant gains on two of the three measures over the intervention period. Conclusions & Implications: The results presented here may stimulate future research on the print knowledge of Spanish-speaking children with LI. Sources of individual differences are important to determine. Caregivers may use the intervention presented here as a potential avenue for improving children's print knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01