Parent-Child Book Reading as an Intervention Technique for Young Children with Language Delays

  title={Parent-Child Book Reading as an Intervention Technique for Young Children with Language Delays},
  author={Philip S. Dale and Catherine Crain-Thoreson and Angela Notari-Syverson and Kevin N. Cole},
  journal={Topics in Early Childhood Special Education},
  pages={213 - 235}
The effect of instructing parents of children with language delays in effective joint book-reading techniques was compared with language facilitation through more general conversational instruction. Thirty-three children, 3 to 6 years of age, and their mothers participated. Parents receiving a version of Whitehurst's Dialogic Reading Training Program (Whitehurst et al., 1988) increased their use of what/who questions, open-ended questions, imitation, and expansions more than did parents… 

Tables from this paper

The Effect of Parent Education During Shared Storybook Reading on Utterances and Communication Skills of Children with Vocabulary Delay and Their Parents

송 은.임동선. 부모교육을 통한 이야기책 읽기 중재가 어휘발달지연 아동과 부모의 상호작용 및 발 화에 미치는 영향. 특수교육, 2018, 제17권, 제2호, 5-33. Purpose: Children with language delay have thought to go through delayed development of emergent

Effects of Commenting During Joint Book Reading by Mothers with Low SES

This study investigated whether teaching mothers with low socioeconomic status (SES) to comment while reading to their children would increase communicative interaction in mother-child dyads and

Enhancing Linguistic Performance

In this study, we instructed parents and early childhood special education staff in Dialogic Reading, an interactive language facilitation technique. We compared the effects of this instruction on

Impacts of a shared book-reading intervention for Italian-speaking children with developmental language disorder.

The present parent-based SBR intervention for Italian-speaking preschoolers with DLD showed effects, albeit modest, on both maternal and child communicative behaviours and suggest that extralinguistic strategies may be implemented successfully by parents and may be effective in enhancing children's engagement and language production in the short term.

Contextual effects on the conversations of mothers and their children with language impairment

Twenty-four mothers and their preschool children with language impairment participated in two 12-min sessions of toy play and book reading that were transcribed to yield maternal mean length of

Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children

The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of

Facilitating First Language Development in Young Korean Children Through Parent Training in Picture Book Interactions

Abstract This study examined the effectiveness of parent training in the use of language facilitation techniques around picture book interactions with Korean mothers and children. Twenty-one



Joint picture-book reading correlates of early oral language skill.

Age of onset of home reading routines was the most important predictor of oral language skills and multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language.

Two approaches to the facilitation of grammar in children with language impairment: an experimental evaluation.

The results support the viability of the specific contributions of the focused stimulation procedures and the cyclical goal attack strategy and the participation of parents as primary intervention agents in grammar facilitation programs.

Speech training by parents of Down syndrome toddlers: generalization across settings and instructional contexts.

The use of modeling, prompting, and feedback techniques readily produced increases in correct use of prompts and praise by parents as well as decreases in tangential statements while they were conducting structured imitation training with their children in an experimental preschool, associated with improved vocal imitation and decreased disruptive behavior by their children.

Joint attention and early language.

Inside joint episodes of joint attentional focus between mother and child, maternal references to objects that were already the child's focus of attention were positively correlated with the child’s vocabulary at 21 months, while object references that attempted to redirect the Child's attention were negatively correlated.

A picture book reading intervention in day care and home for children from low-income families.

The effects of an interactive book reading program were assessed with children from low-income families who attended subsidized day-care centers in New York. The children entered the program with

Mother-child conversation in different social classes and communicative settings.

The amount of time mothers spend interacting with their children in different contexts may be at least as important an influence on children's linguistic experience as are average characteristics of their mothers' speech.

Accelerating language development through picture book reading: A systematic extension to Mexican day care.

Previous research demonstrates linguistic advances in middle-class 2-year-olds in the United States resulting from training parents to read with their children following a particular style. This

Accelerating language development through picture book reading: replication and extension to a videotape training format

G. J. Whitehurst et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading,

Maternal communication style with mentally retarded children.

  • G. Mahoney
  • Psychology
    American journal of mental retardation : AJMR
  • 1988
The regression of communication style factors on children's communication indicated that children were more verbal and communicatively responsive when their mothers were responsive toChildren's communication and focused on child-oriented topics.

Literacy and Language: Relationships during the Preschool Years

Drawing upon recent research findings and upon a case study of a child learning to talk and to read, Catherine Snow outlines the important similarities in the development of both language and