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Topics in Early Childhood Special Education
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Language Impairment, Parent—Child Shared Reading, and Phonological Awareness

A Feasibility Study

Laura M. Justice

University of Virginia, lmj2t{at}virginia.edu

Joan Kaderavek

University of Toledo

Ryan Bowles

University of Virginia

Kevin Grimm

University of Virginia

This study evaluated the feasibility and outcomes of a parent-implemented phonological awareness (PA) intervention for young children with specific language impairment. The intervention was delivered within the context of 40 parent— child shared storybook reading sessions conducted over a 10-week period in the families' homes. Children in an experimental group (n = 11) completed a rhyme and alliteration task at the end of each storybook reading session; children in a comparison group (n = 11) completed an alternate vocabulary-building task. Evaluation of pre-and posttest PA performance showed differential group effects for rhyme but not alliteration. The magnitude of PA change during intervention was influenced by children's age and level of speech and language impairment. Parents provided favorable reports concerning their delivery of the intervention and demonstrated a high degree of fidelity to the task conditions. Future research directions are discussed.

Topics in Early Childhood Special Education, Vol. 25, No. 3, 143-156 (2005)
DOI: 10.1177/02711214050250030201
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