A Parent Based Book Reading Intervention For Disadvantaged Children With Language Difficulties
Colmar, S. H. (2014). A Parent-based Book-Reading Intervention for Disadvantaged Children with Language Difficulties. Child Language Teaching and Therapy, 31(1), 79-90. doi:10.1177/0265659013507296
Colmar examines how children with delayed language skills, who are disadvantaged, can improve their language skills through effective shared storybook strategies at home. She used a large sample size of children, between the ages of 4:3 to 5:7, and divided them into an experimental, control and normal group. The experimental groups were the only ones who were taught reading strategies that were proven effective to enhance literacy and language skills. The strategies the parents were taught as intervention were, giving the children the opportunity to engage in conversation over the book first, ask open-ended questions, do language teaching using the books, and using the first two strategies in everyday situations. In order to see the progress she pretested and then retested the children after the 4 month experiment. The tests she used were the Test of Early Language Development (TELD) and the PPVT.
The results, using ANCOVA analysis, supported Colmar’s hypothesis. It showed that the most effective group was the experimental group. The students with a language impairment whose parents were taught effective literacy learning strategies through storybook reading progressed more compared to the parents who were not taught these strategies. These results…