Shared Reading in a Child Welfare Program: Impact on Parenting Skills and Literacy Development in At-Risk Preschool Children

Date of Award

Fall 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Donna Brown

Abstract

Abstract

The purpose of this study was to examine the impact of shared reading and lessons focused on literacy skills development in at-risk preschoolers in foster care and parenting skills in biological parent(s). The study occurred during supervised parenting time visitation where the child(ren) and parent(s) met on a weekly basis. The shared reading intervention was presented to the parent and child during the start of each visit. Instructions and directions were provided during this time, which included any details and activities relating to the shared book interaction. The study was conducted during parenting time visitation in which I coordinate services and programming. The assessment Ages and Stages Questionnaire, 3rd edition communication section, letter recognition and vocabulary knowledge surveys were administered and collected with preschoolers prior to start and completion of the study. Parents were given a pre- and post-survey about parent-child interactions involving literacy and parenting skills. The results of the study revealed an increase in positive interactions and communication between parent and child, with no remarkable increase in acquisition of literacy skills in children.

Abstract only: No full text available.

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