ERIC Number: EJ1072849
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
Impacts of Parent-Implemented Early-Literacy Intervention for Spanish-Speaking Children with Language Impairment
Pratt, Amy S.; Justice, Laura M.; Perez, Ashanty; Duran, Lillian K.
International Journal of Language & Communication Disorders, v50 n5 p569-579 Sep-Oct 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico