The purpose of this study was to evaluate the effectiveness of teaching dialogic reading (DR) strategies to adolescent mothers as measured by DR strategy use during shared book reading with their children. The secondary purpose was to determine the impact of adolescent mothers' implementation of DR strategies on their preschool children’s single word vocabulary. A single subject multiple baseline across behaviors research design was implemented with one adolescent mother and her twin boys. Based on visual analysis of graphical representation of the data, it was determined there was a moderate to strong functional relation between educating an adolescent mother on DR and her implementation of DR strategies during shared book reading, depending on the DR strategy. Receptive and expressive scores on the individual book assessments decreased from baseline to intervention. These results provide preliminary evidence that adolescent mothers have the potential to implement new strategies during shared book reading when provided with direct support. Future research with this population should strive towards developing an intervention for adolescent mothers and their children to enhance children’s language and literacy development.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses-1312 |
| Date | 01 January 2018 |
| Creators | Abarca, Diana L |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Honors Undergraduate Theses |
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