AJSLP
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
 QUICK SEARCH:   [advanced]


     


American Journal of Speech-Language Pathology Vol.9 257-269 August 2000.
© American Speech-Language-Hearing Association

This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Justice, L. M.
Right arrow Articles by Ezell, H. K.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Justice, L. M.
Right arrow Articles by Ezell, H. K.

Enhancing Children's Print and Word Awareness Through Home-Based Parent Intervention

Laura M. Justice 1
Helen K. Ezell 1

1 Ohio University, Athens

Laura{at}childlanguage.net

This investigation examined the efficacy of a home-based book reading intervention program for enhancing parents' use of print-referencing behaviors and for stimulating children's early literacy skills in the areas of print and word awareness. Participants included 28 parents and their typically developing 4-year-old children. Each dyad was assigned to a control or experimental group, using a pretest-posttest control group research design. Pretest measures of parents' book-reading behaviors and children's early literacy skills were collected. Each dyad then completed a home-based shared reading program, in which they read two books each week over a 4-week period. Parents in the experimental group were instructed to use nonverbal and verbal print-referencing behaviors in their reading sessions. Control group parents did not receive this instruction. Posttest measures found that parents in the experimental group showed a significant increase in their use of verbal and nonverbal references to print. Results also indicated that parental use of these print-referencing behaviors significantly enhanced their children's early literacy skills in several areas of print and word awareness. Clinical implications of this intervention are discussed.

Key Words: emergent literacy, intervention, parent involvement, book reading, child language

Submitted on January 19, 2000
Accepted on June 15, 2000







HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 2000 by the American Speech-Language-Hearing Association.