The Effects of a Parent-Directed Language Intervention on Children’s Interest in Reading and Mother’s Quality of Reading
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Authors
Stagner, Honora
Issue Date
2017
Type
Presentation
Language
en_US
Keywords
Alternative Title
Abstract
Parent-child reading at an early pre-literacy age improves
language acquisition and develops important literacy skills,
such as knowledge of vocabulary, familiarity with print,
understanding of narratives, and a positive attitude towards
reading– that are essential for a child learning how to read
and for future school success.
Parent-focused language development interventions have
been shown to increase productive, caring, and engaged
parent teaching and reading styles (Noel, Peterson, & Jesso,
2008; Pungello et al., 2009; Roberts & Kaiser, 2012; Suskind
et al., 2015; Thomas et al. 2013).
The Thirty Million Words curriculum is a language
development intervention designed to educate low
socioeconomic status (SES) mothers on book reading habits
that will foster a quality language environment for their
children. A previous study found parent’s knowledge of
child development to improve after the intervention (Suskind
et al., 2015).
The purpose of this study was to longitudinally study the
effects of the Thirty Million Words reading intervention on
mother and child outcomes. Specifically, did children’s
interest in reading activities improve because the
intervention taught mothers how to become quality readers?
Description
1 broadside. 48"W x 36"H
Citation
Publisher
Kalamazoo, Mich. : Kalamazoo College
License
U.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder.