EFFECTS OF READ-ALOUD TRAINING FOR PARENTS OF YOUNG CHILDREN WITH A DEVELOPMENTAL DELAYS

Abstract

Previous research supporting read-alouds within the family home focused on the impact of read-alouds on older children who are without developmental delays or disabilities. An intervention was done with two families enrolled within a Birth to Three Program. The families were observed before, during, and after the intervention occurred. After the initial observation, the two families were given strategies that they could try during read-alouds with their child. Read-aloud sessions were videotaped and inter-rater reliability was obtained. The frequencies of specific behaviors by the parent were recorded as well as notes regarding themes during the read-aloud sessions. The results indicated that the frequency of parent behaviors varied and randomly increased after the first read-aloud session where baseline data was obtained.