EFFECTS OF READ-ALOUD TRAINING FOR PARENTS OF YOUNG CHILDREN WITH A DEVELOPMENTAL DELAYS
File(s)
Date
2010-02Author
Schmidt, Tanya D.
Advisor(s)
Clark, Denise
Metadata
Show full item recordAbstract
Previous research supporting read-alouds within the family home focused on the
impact of read-alouds on older children who are without developmental delays or
disabilities. An intervention was done with two families enrolled within a Birth to Three
Program. The families were observed before, during, and after the intervention
occurred. After the initial observation, the two families were given strategies that they
could try during read-alouds with their child. Read-aloud sessions were videotaped and
inter-rater reliability was obtained. The frequencies of specific behaviors by the parent
were recorded as well as notes regarding themes during the read-aloud sessions. The
results indicated that the frequency of parent behaviors varied and randomly increased
after the first read-aloud session where baseline data was obtained.
Subject
Reading parent participation
Oral reading
Parents of children with disabilities
Child development deviations
Permanent Link
http://digital.library.wisc.edu/1793/46821Description
A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science in Education - Special Education