The Effect of Parent Education During Shared Storybook Reading on Utterances and Communication Skills of Children with Vocabulary Delay and Their Parents

Abstract

송 은.임동선. 부모교육을 통한 이야기책 읽기 중재가 어휘발달지연 아동과 부모의 상호작용 및 발 화에 미치는 영향. 특수교육, 2018, 제17권, 제2호, 5-33. Purpose: Children with language delay have thought to go through delayed development of emergent literacy skills, which implies the possibility of having reading disorder as with growth. The purpose of this study is to find the effectiveness of the intervention of parent education through shared book reading for children with delayed vocabulary development. Method: 13 vocabulary delay children and 8 normal development children at 3-6 years old and their parents were enrolled. Researcher collected language samples during child-parent shared book reading for pre-test. Following pre-test, five rounds of parent education were given. After the program, parent-child interactive reading activity was evaluated in the same form of pre-test. Results: For both vocabulary delayed and normal children, average time for reading, the number of turn-takings per minute, parents’ using reading strategy, inferred speech, children’s speech per minute and story related initiation have shown to have increased. In post-test, the score of literal level story comprehensibility of children with vocabulary delay was higher than that of normal development children. Conclusion: Parent education through shared storybook reading is effective in using language strategies and higher level of linguistic ability such as inferencing and the interaction between parents and children have changed in positive aspect.