The Effect of Parent Training on Storybook Interactions

1
The Effect of Parent Training on Storybook
Interactions

• Lauren Caffey, B.A.
• Truman State University
• Kirksville, MO

2
Thank you

• Thanks so much to my mentor Dr. Janet L. Gooch
  and to all the parents and children who
  participated!

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Shared Storybook Reading

• Research has shown that Shared storybook reading
  can facilitate the development of the following
  language-based literacy skills
• Print concepts and print awareness (Ezell,
  Justice, Parsons 2000 Justice Ezell, 2000
  Lovelace Stewart, 2007)
• Phonological awareness (Ukrainetz et al., 2000
  Wood, 2002)
• Vocabulary (Whitehurst et al., 1994)

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Parent Training

• Parent training has effectively increased the use
  of print referencing (Justice and Ezell, 2000
  Ezell, Justice Parsons, 2000)
• Also increased preschoolers print awareness
  skills
• Parent training has also been used to teach
  parents to facilitate expressive language
  development during shared storybook reading
  (Whitehurst, 1988).

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Purpose

• The purpose of this study was to determine the
  effectiveness of parent-training sessions that
  were developed to teach strategies to help
  maximize benefits of shared storybook reading.

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Procedures

• Week One- Pre-training shared reading taping and
  Preschool Word and Print Assessment (PWPA)
• Week Two- Training Session 1
• Week Three- Training Session 2
• Week Four- Training Session 3
• Week Seven- Post-training shared reading taping
  and PWPA

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Participants

• Six parent-child pairs
• Childrens ages ranged from 3-5 years
• Very diverse group of children
• Viewed as six case studies
• All received therapy from the Truman State
  University Speech and Hearing Clinic

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Training Sessions

• Approx. 15 min long
• Included introduction, 5-7 min video, and
  follow-up/questions
• Parents were also given a handout
• Procedures based on Ezell, Justice and Parsons
  (2000) study

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Session One

• Book Management
• Comfortable setting
• Explore the Book
• Ask Questions
• Read Slowly
• Relate to Real Life Experiences
• Modify text as needed

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Session Two

• Print Referencing Strategies
• Choose print-salient books
• Track print
• Comment about print
• Ask questions about print
• Make requests about print

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Session Three

• Evocative Techniques
• Let child help choose book
• Offer praise
• Expand on the childs thoughts
• Ask open-ended questions
• Pause for responses

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Dyad 1 - 4 yr old F with Down Syndrome

• Pre
• Frequently asked labeling questions
• Comments about pictures (mostly labeling)
• No print referencing
• Mom tried to make reading very interactive

• Post
• Mom helped child track print
• Encouraged child to pretend to read independently
• Encouraged child to repeat words
• Praised child for participating

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Dyad 2 - 3 yr old M with severe phonological
disorder, lang delay, mild hearing loss

• Pre
• Labeled pictures
• Tracked some print
• Reading was controlled by mom
• Mom would not allow child to open flaps until
  page was done
• Child was frustrated and often lost focus

• Post
• Let child explore book first and look through all
  flaps
• Asked questions to regain attention
• Allowed child to turn pages-shared control
• Asked child to imitate words
• Confirmed the childs comments

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Pre-Training Video of Dyad 2
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Post-Training Video of Dyad 2
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Dyad 3 - 3 yr old M with phonological delay

• Pre
• Commented about pictures
• Asked few questions
• Dad controlled reading
• Dad read slowly and with good inflection

• Post
• Dad tracked print embedded in pictures and speech
  bubbles
• Asked more questions
• Allowed child to explore the book more

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Dyad 4 - 4 yr old M with phonological delay

• Pre
• Talked about author/illustrator
• Tracked print
• Made comments and asked questions about pictures
• Gave child general knowledge

• Post
• Dad and child tracked print together
• Dad prompted child to read some words
• Talked about rhyming
• Open-ended and cognitively advanced questions

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Dyad 5 5 yr old F with articulation errors

• Pre
• Pointed to pictures as mentioned in reading
• Asked questions and commented about pictures
• Interactive-child asked questions

• Post
• Looked through book and made predictions
• Talked about author/illustrator
• Tracked print together
• Mom asked child to look for words she recognized
• Cognitively advanced questions

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Dyad 6 5 yr old M with articulation errors

• Pre
• Mom controlled reading
• Tracked all print
• No comments or questions during reading
• Made evaluative comments at end
• Child contributed nothing

• Post
• Mom asked child to help her read
• Mom pointed to pictures and tracked some print
• Asked cognitively advanced questions- how/why
• Talked about rhymes
• Asked evaluative questions at end

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Overall Evaluations

• Parents completed a 10-item quesitonnaire
• Average amount of perceived change by parents was
  2.5 on a five point scale
• All parents watched DVDs once with spouse at home
• Five out of Six referred to handouts at least
  once
• All parents felt adequately prepared to use
  techniques at home

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Biggest Changes in Parents Reading

• Parent 1 Let child have more control
• Parent 2 Talked about story more
• Parent 3 Read more often
• Parent 4 Asked child to read sight words
• Parent 5 Pointed out certain sentences and
  words
• Parent 6 Asked questions and made comments
  during reading

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Biggest Changes in Children as Perceived by
Parents

• Parent 1 Child was pretending to read and
  tracking the words
• Parent 2 None yet
• Parent 3 Child asks dad to read to him
• Parent 4 Child likes to summarize story for Dad
  at end
• Parent 5 Child was more interested in whole
  story
• Parent 6 None yet

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Suggestions for Improvement

• Four out of six offered no suggestions
• Parent 4 Suggested videotaped readings and
  providing parent feedback after each training
  session
• Parent 5 Suggested training sessions be
  condensed into two sessions

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Reflections

• Relatively small amount of training led to large
  gains
• Suggests that parent training is an effective way
  to help children, especially those at risk for
  literacy delays
• Confirms previous research about parent training

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PWPA

• Significant gains were not seen on PWPA
• Three children only missed one item at pre-test
• Two children demonstrated ability to perform
  tasks missed on both tests
• Possibly due to severe language delays
• One childs scores improved

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Any Questions?
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Contact Information

• Lauren Caffey
• LECaffey_at_gmail.com

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References

• Ezell, H., Justice, L., Parsons, D. (2000).
  Enhancing the emergent literacy skills of
  pre-schoolers with communication disorders a
  pilot study. Child Language Therapy and Teaching,
  121-140.
• Justice, L., Ezell, H. (2000). Enhancing
  childrens print and word awareness through
  home-based parent intervention. American Journal
  of Speech-Language Pathology, 9, 257-269
• Lovelace, S., Stewart, S. (2007). Increasing
  print awareness in preschoolers with language
  impairment using non-evocative techniques.
  Language, Speech, and Hearing Services in
  Schools, 38, 16-30.

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References Cont

• Ukrainetz, T. A., Cooney, M. H., Dyer, S. K.,
  Kysar, A. J., Harris, T. J. (2000). An
  investigation into teaching phonemic awareness
  through shared reading and writing. Early
  Childhood Research Quarterly. 15(3), 331-355.
• Whitehurst, G. J., Arnold, D. S., Epstein, J. N.,
  Angell, A. L., Smith, M., Fischel, J. E.
  (1994). A picture book reading intervention in
  day care and home for children from low-income
  families. Developmental Psychology. 30(5),
  679-689.
• Wood, C. (2002). Parent-child pre-school
  activities can affect the development of literacy
  skills. Journal of Research in Reading. 25(3),
  241-258.