EFFECTS OF A PARENT IMPLEMENTED DIALOGIC PLAY STRATEGY ON EARLY LITERACY DEVELOPMENT OF LATINO PRESCHOOLERS AT RISK FOR LANGUAGE DELAYS

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Swart, K. (2014). EFFECTS OF A PARENT IMPLEMENTED DIALOGIC PLAY STRATEGY ON EARLY LITERACY DEVELOPMENT OF LATINO PRESCHOOLERS AT RISK FOR LANGUAGE DELAYS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

A multiple probe across participants design was used to examine the effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays. Three preschool aged Latino children considered at risk for language delays and their parents participated in this study. Using bilingual research assistants, each parent participant participated in a one hour instructional session on the Language is the Key program, specifically CARRO. CARRO is an acronym for the strategies of dialogic play: Comment and wait, Ask questions and wait, Respond by adding a little more, Repeat, One more time in Spanish. During each intervention session, the parent would play with their child while utilizing the dialogic play strategies. All sessions were videotaped. The primary dependent variable was the child participant's mean length of utterance in words (MLUw). Additionally, this study examined: (a) the number of CARRO strategies the parents utilized, (b) the total number of words (TNW) the child participants verbalized, and (c) the total number of different words (TNDW) verbally used by the child participants. Results of this study showed that parents were able to use some of the dialogic play strategies. The child participants' results were variable. However, no functional relation was established. Results from the parent social validity questionnaires were positive.

Details
Author

Swart, Katherine

Title

EFFECTS OF A PARENT IMPLEMENTED DIALOGIC PLAY STRATEGY ON EARLY LITERACY DEVELOPMENT OF LATINO PRESCHOOLERS AT RISK FOR LANGUAGE DELAYS

Physical Description

1 online resource (173 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

A multiple probe across participants design was used to examine the effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays. Three preschool aged Latino children considered at risk for language delays and their parents participated in this study. Using bilingual research assistants, each parent participant participated in a one hour instructional session on the Language is the Key program, specifically CARRO. CARRO is an acronym for the strategies of dialogic play: Comment and wait, Ask questions and wait, Respond by adding a little more, Repeat, One more time in Spanish. During each intervention session, the parent would play with their child while utilizing the dialogic play strategies. All sessions were videotaped. The primary dependent variable was the child participant's mean length of utterance in words (MLUw). Additionally, this study examined: (a) the number of CARRO strategies the parents utilized, (b) the total number of words (TNW) the child participants verbalized, and (c) the total number of different words (TNDW) verbally used by the child participants. Results of this study showed that parents were able to use some of the dialogic play strategies. The child participants' results were variable. However, no functional relation was established. Results from the parent social validity questionnaires were positive.

Genre

doctoral dissertations

Subjects--Topics

Special education
Early childhood education

Degree

Ph.D.

Keywords

At Risk Latino Preschoolers
Early Literacy
Parent-Child Interaction
Play

Subject Area

Special Education

Advisor(s)

Correa, Vivian

Committee Members

Browder, Diane
Smith, JaneDiane
Ceballos, Peggy

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

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Rights Holder Information

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Identifier

Swart_uncc_0694D_10663

Permalink

http://hdl.handle.net/20.500.13093/etd:1478