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Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment.
Int J Lang Commun Disord. 2015 Sep-Oct; 50(5):569-79.IJ

Abstract

BACKGROUND

Children with language impairment (LI) often have lags in development of print knowledge, an important early-literacy skill. This study explores impacts of a print-focused intervention for Spanish-speaking children with LI in Southeastern Mexico.

AIMS

Aims were twofold. First, we sought to describe the print knowledge (print-concept knowledge, alphabet knowledge) of Spanish-speaking children with LI. Second, we determined the extent to which print-referencing intervention delivered by children's parents could improve print knowledge.

METHODS & PROCEDURES

Using a pre-test-post-test delayed treatment research design, 13 parent-child dyads were assigned to an intervention (n = 8) versus control (n = 5) condition. Children were drawn from a speech-language clinic and all were receiving services for LI. Caregivers in the intervention group implemented an 8-week home-reading programme following a systematic scope and sequence for improving children's print knowledge.

OUTCOMES & RESULTS

Children showed individual differences in their print knowledge based on three baseline measures examining print-concept knowledge, alphabet knowledge and letter-sound knowledge. Those whose caregivers implemented the 8-week programme showed statistically and practically significant gains on two of the three measures over the intervention period.

CONCLUSIONS & IMPLICATIONS

The results presented here may stimulate future research on the print knowledge of Spanish-speaking children with LI. Sources of individual differences are important to determine. Caregivers may use the intervention presented here as a potential avenue for improving children's print knowledge.

Authors+Show Affiliations

The Ohio State University, Columbus, OH, USA.The Ohio State University, Columbus, OH, USA.Dimeterapia, Mérida, Yucatán, Mexico.Utah State University, Logan, UT, USA.

Pub Type(s)

Journal Article
Randomized Controlled Trial

Language

eng

PubMed ID

26176703

Citation

Pratt, Amy S., et al. "Impacts of Parent-implemented Early-literacy Intervention for Spanish-speaking Children With Language Impairment." International Journal of Language & Communication Disorders, vol. 50, no. 5, 2015, pp. 569-79.
Pratt AS, Justice LM, Perez A, et al. Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment. Int J Lang Commun Disord. 2015;50(5):569-79.
Pratt, A. S., Justice, L. M., Perez, A., & Duran, L. K. (2015). Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment. International Journal of Language & Communication Disorders, 50(5), 569-79. https://doi.org/10.1111/1460-6984.12140
Pratt AS, et al. Impacts of Parent-implemented Early-literacy Intervention for Spanish-speaking Children With Language Impairment. Int J Lang Commun Disord. 2015 Sep-Oct;50(5):569-79. PubMed PMID: 26176703.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment. AU - Pratt,Amy S, AU - Justice,Laura M, AU - Perez,Ashanty, AU - Duran,Lillian K, Y1 - 2015/07/14/ PY - 2014/02/16/received PY - 2014/09/09/accepted PY - 2015/7/16/entrez PY - 2015/7/16/pubmed PY - 2016/6/22/medline KW - Spanish-speaking children KW - early literacy KW - intervention KW - language impairment SP - 569 EP - 79 JF - International journal of language & communication disorders JO - Int J Lang Commun Disord VL - 50 IS - 5 N2 - BACKGROUND: Children with language impairment (LI) often have lags in development of print knowledge, an important early-literacy skill. This study explores impacts of a print-focused intervention for Spanish-speaking children with LI in Southeastern Mexico. AIMS: Aims were twofold. First, we sought to describe the print knowledge (print-concept knowledge, alphabet knowledge) of Spanish-speaking children with LI. Second, we determined the extent to which print-referencing intervention delivered by children's parents could improve print knowledge. METHODS & PROCEDURES: Using a pre-test-post-test delayed treatment research design, 13 parent-child dyads were assigned to an intervention (n = 8) versus control (n = 5) condition. Children were drawn from a speech-language clinic and all were receiving services for LI. Caregivers in the intervention group implemented an 8-week home-reading programme following a systematic scope and sequence for improving children's print knowledge. OUTCOMES & RESULTS: Children showed individual differences in their print knowledge based on three baseline measures examining print-concept knowledge, alphabet knowledge and letter-sound knowledge. Those whose caregivers implemented the 8-week programme showed statistically and practically significant gains on two of the three measures over the intervention period. CONCLUSIONS & IMPLICATIONS: The results presented here may stimulate future research on the print knowledge of Spanish-speaking children with LI. Sources of individual differences are important to determine. Caregivers may use the intervention presented here as a potential avenue for improving children's print knowledge. SN - 1460-6984 UR - https://www.unboundmedicine.com/medline/citation/26176703/Impacts_of_parent_implemented_early_literacy_intervention_for_Spanish_speaking_children_with_language_impairment_ L2 - https://doi.org/10.1111/1460-6984.12140 DB - PRIME DP - Unbound Medicine ER -