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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays./
Author:	Swart, Katherine McCabe.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Special education. -
Online resource:	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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020 $a 9781321623529
035 $a (MiAaPQ)AAI3685828
035 $a AAI3685828
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100 1 $a Swart, Katherine McCabe. $3 3177622
245 1 0 $a Effects of a parent implemented dialogic play strategy on early literacy development of Latino preschoolers at risk for language delays.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Vivian I. Correa.
502 $a Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2014.
506 $a This item must not be sold to any third party vendors.
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.
590 $a School code: 0694.
650 4 $a Special education. $3 516693
650 4 $a Early childhood education. $3 518817
650 4 $a Hispanic American studies. $3 2122745
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710 2 $a The University of North Carolina at Charlotte. $b Special Education. $3 3177623
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0694
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685828