Language impairment, parent-child shared reading, and phonological awareness: A feasibility study

Laura M. Justice, Joan Kaderavek, Ryan Bowles, Kevin Grimm

Research output: Contribution to journalArticle

57 Citations (Scopus)

Abstract

This study evaluated the feasibility and outcomes of a parent-implemented phonological awareness (PA) intervention for young children with specific language impairment. The intervention was delivered within the context of 40 parent-child shared storybook reading sessions conducted over a 10-week period in the families' homes. Children in an experimental group (n = 11) completed a rhyme and alliteration task at the end of each storybook reading session; children in a comparison group (n = 11) completed an alternate vocabulary-building task. Evaluation of pre- and posttest PA performance showed differential group effects for rhyme but not alliteration. The magnitude of PA change during intervention was influenced by children's age and level of speech and language impairment. Parents provided favorable reports concerning their delivery of the intervention and demonstrated a high degree of fidelity to the task conditions. Future research directions are discussed.

Original languageEnglish (US)
Pages (from-to)143-156
Number of pages14
JournalTopics in Early Childhood Special Education
Volume25
Issue number3
StatePublished - Sep 2005
Externally publishedYes

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Feasibility Studies
Reading
parents
Language
language
Group
Vocabulary
vocabulary
Parents
Outcome Assessment (Health Care)
evaluation
performance

ASJC Scopus subject areas

  • Education

Cite this

Language impairment, parent-child shared reading, and phonological awareness : A feasibility study. / Justice, Laura M.; Kaderavek, Joan; Bowles, Ryan; Grimm, Kevin.

In: Topics in Early Childhood Special Education, Vol. 25, No. 3, 09.2005, p. 143-156.

Research output: Contribution to journalArticle

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