Effects of a Family Literacy Program for Latino Parents

Evidence From a Single-Subject Design

Carol Mesa, Maria Restrepo

Research output: Contribution to journalArticle

Abstract

Purpose This study investigated the effects of a family literacy program on Latino parents' language practices at home and their children's oral language skills. The study examined the extent to which (a) the program called Family Reading Intervention for Language and Literacy in Spanish was effective at teaching low-income, low-education Latino parents 3 language strategies (i.e., comments, high-level questions, and recasts) for reading aloud and (b) parent implementation of the target strategies influenced children's language skills. Method Five Latino mothers and their Spanish-speaking preschool children participated in a multiple-baseline, single-subject design across participants. Program initiation was staggered across the mothers after obtaining a stable baseline. Data on parent and child outcomes were collected across 3 experimental conditions: baseline, intervention, and follow-up. This study employed visual data analysis (e.g., level, trend, variability) to examine the program effects on parent and child outcomes. Results The program had an important effect on parental use of comments and high-level questions, but less impact on recasts. In addition, the program had a notable effect on the children's use of different words and conversational turns, less effect on inferences, and no effect on the mean length of utterance in words. Conclusion Family Reading Intervention for Language and Literacy in Spanish is an effective program to extend and enrich the reading practices that low-income children from a culturally and linguistically diverse background experience at home. The results have implications for family literacy programs aimed at minority Spanish-speaking families.

Original languageEnglish (US)
Pages (from-to)356-372
Number of pages17
JournalLanguage, speech, and hearing services in schools
Volume50
Issue number3
DOIs
StatePublished - Jul 12 2019

Fingerprint

Hispanic Americans
parents
Parents
literacy
Reading
Education
Language
Child Language
evidence
language
Mothers
speaking
low income
Preschool Children
family program
parent education
Teaching
Single-subject Design
Latinos
Family Literacy

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Cite this

Effects of a Family Literacy Program for Latino Parents : Evidence From a Single-Subject Design. / Mesa, Carol; Restrepo, Maria.

In: Language, speech, and hearing services in schools, Vol. 50, No. 3, 12.07.2019, p. 356-372.

Research output: Contribution to journalArticle

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