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Effects of a parent implemented dial...

Swart, Katherine McCabe.

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Effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays./
作者:	Swart, Katherine McCabe.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685828
ISBN:	9781321623529

Effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays.
Swart, Katherine McCabe.

Effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays. - 173 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

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

This item must not be sold to any third party vendors.

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.

ISBN: 9781321623529Subjects--Topical Terms:

516693
Special education.

Effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays.
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500 $a Adviser: Vivian I. Correa.
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520 $a 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.
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