e-journal

A parent-based book-reading intervention for disadvantaged children with language

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Children with delayed language skills, who were from a socio-economic area defined as disadvantaged, made significant improvements in language skills after their parents were trained in easily learned strategies, enabling them to make simple changes in the way they interacted with their children. The 36 children, mean age five years, were allocated into three groups: an Experimental group and a Control group, where all the children had language delays and/or difficulties, and a second Control group of children whose language was measured within the average range. Parents of children in the Experimental group were trained and asked to implement the strategies. The intervention strategies used during book reading and during everyday conversations included: pausing and encouraging the child to talk more on their chosen topic, over a four-month period. Using an ANCOVA on difference scores with children’s preintervention language scores for each variable as the covariate, significant results were obtained at post testing. Further, large effect sizes were measured using Cohen’s d. In addition, a Student–Newman–Keuls test on difference scores confirmed that the significant changes were obtained for the Experimental group, as predicted.

Keywords
Book reading, disadvantage, language difficulties, language intervention, parent training

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Informasi Detail

Judul Seri

Child Language Teaching and Therapy

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Child Language Teaching and Therapy 2014, Vol. 30(1) 79– 90

Bahasa

English

ISBN/ISSN

DOI: 10.1177/0265659

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Edukasi

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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