The purpose of this study was to address two research questions: After parents participated in a brief, language-focused parent-training program: (1) To what extent does the parent-training influence children’s vocabulary development and (2) To what extent does the parent-training influence parents’ role as a language facilitator in regards to their perceptions, strategies and knowledge of language and literacy concepts.
Pre-and post-parent-training, assessment was conducted and used to measure growth within each participant group. A standardized vocabulary test was administered to the child participants and a parent questionnaire was administered to the parent participants. Data were collected and analyzed using descriptive statistics. The results from this study found that parent-training can increase children’s vocabulary and parent’s perceptions, knowledge and skills pertaining to their role as their child’s language facilitator.
|Commitee:||Lopez, Kristina, Wallach, Geraldine P.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 54/02M(E), Masters Abstracts International|
|Subjects:||Educational evaluation, Speech therapy, Early childhood education, Elementary education|
|Keywords:||Language strategies, Parent outcomes, Parent-training, Preschool, School-age, Vocabulary|
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