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EFFECTS OF READ-ALOUD TRAINING FOR PARENTS OF YOUNG CHILDREN WITH A DEVELOPMENTAL DELAYS

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Author(s)
Schmidt, Tanya D.
Advisor(s)
Clark, Denise
Degree
MS, Education - Special Education
Date
Feb 2010
Subject(s)
Reading parent participation; Oral reading; Parents of children with disabilities; Child development deviations
Abstract
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.
Description
A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science in Education - Special Education
Permanent link
http://digital.library.wisc.edu/1793/46821 
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