Description of the ProjectContext for the Study:
Children with language delays are at risk for future reading difficulties.
83% of kindergarten children language delays receive remedial reading services during their school years
Strategies such as open-ended questions, expansions, pauses and praise are reported in literature as effective strategies for facilitating language skills of children with language delays.
Purpose of the Study:
- In this project, parents of children with language delays learned how to employ the above strategies and employed them during their co-viewing of television with their children with language delays.
- This project consisted of two research studies: (a) A pilot (single subject research design) study and (b) a group research design study.
(a) In the pilot study, five preschool children with language delays and their primary care takers (parent) participated in the study.
A focus group consisting of parents and speech and language pathologists was conducted to determine the television programs that were used in the study, their concerns with the study procedures and other issues of intervention during daily routines and in natural contexts.
The study was conducted at the children’s homes in the context of their joint television viewing with their parents.
The data on parental use of strategies and the child’s measures during TV viewing and other generalization routines was collected using audio/video tapes.
(b) In the group study, 30 parent-child dyads were randomly assigned to an experimental or control group.
The parents in the experimental group learned the strategies during the second year of the study and the effects of the parental strategies on children’s language and cognitive measures were examined using appropriate statistical tests.
The parents in the control group learned the strategies during the third year of the project. The data collection measures and procedures were similar to that developed in the pilot study.
Dissemination of Results:
- The results of both the studies were disseminated through journal articles, parent news letters, conference presentations, and through the University of Toledo's College of Education Website.