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DIALOGIC READING WITH ADOLESCENT MOTHERS

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Date Issued:
2018
Abstract/Description:
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.
Title: DIALOGIC READING WITH ADOLESCENT MOTHERS.
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Name(s): Abarca, Diana L, Author
Towson, Jacqueline, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2018
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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.
Identifier: CFH2000277 (IID), ucf:45821 (fedora)
Note(s): 2018-05-01
B.S.
College of Health and Public Affairs, Communication Sciences and Disorders
Bachelors
This record was generated from author submitted information.
Subject(s): dialogic reading
adolescent mothers
language
literacy
at-risk
education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000277
Restrictions on Access: campus 2019-05-01
Host Institution: UCF

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