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Dissertation/Thesis Abstract

Parent-training for parents of preschool- and school-age children with language deficits: A pilot study in enhancing children's vocabulary growth and parents' perceptions, strategies and knowledge
by Willits, Lauren A., M.A., California State University, Long Beach, 2014, 101; 1571470
Abstract (Summary)

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.

Indexing (document details)
Advisor: Sun, Lei
Commitee: Lopez, Kristina, Wallach, Geraldine P.
School: California State University, Long Beach
Department: Speech-Language Pathology
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
Publication Number: 1571470
ISBN: 978-1-321-42458-4
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