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Implementation processes associated with a home-based phonological awareness intervention for children with specific
Lori E Skibbe1, Laura M Justice, Ryan P Bowles
1Human Ecology, Michigan State University, East Lansing, MI 48244, USA. skibbelo@msu.edu
International Journal of Speech-Language Pathology
|April 13, 2011
Summary
Mothers implementing home-based phonological awareness (PA) interventions showed declining support over time. While children
Area of Science:
- Developmental Psychology
- Speech and Language Pathology
- Early Childhood Education
Background:
- Specific language impairment (SLI) affects early language development.
- Home-based interventions can support emergent literacy skills.
- Phonological awareness (PA) is crucial for reading acquisition.
Purpose of the Study:
- To observe the implementation of a home-based PA intervention by mothers for children with SLI.
- To analyze maternal support behaviors and child response accuracy during the intervention.
- To identify factors influencing intervention effectiveness in a home setting.
Main Methods:
- 13 mother-child dyads participated in a 12-week intervention.
- Children had SLI; intervention involved reading books with embedded PA tasks.
- Sessions were coded for maternal support (concept development, instructional quantity) and child accuracy.
Main Results:
- Maternal support of concept development decreased weekly and over the 12-week program.
- Quantity of maternal instructional support varied significantly among mothers and decreased weekly.
- Children's accuracy on PA tasks significantly increased, but less than anticipated.
Conclusions:
- Maternal support strategies may not consistently facilitate child learning over time.
- Children's learning gains were significant but potentially suboptimal given intervention duration.
- Mothers may require additional support to effectively implement emergent literacy programs at home.
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