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ERIC Number: EJ1019055
Record Type: Journal
Publication Date: 2014-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0265-6590
A Parent-Based Book-Reading Intervention for Disadvantaged Children with Language Difficulties
Colmar, Susan Hilary
Child Language Teaching and Therapy, v30 n1 p79-90 Feb 2014
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 pre-intervention 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Test of Early Language Development
Grant or Contract Numbers: N/A