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Child Language Teaching and Therapy, Vol. 16, No. 2,
121-140 (2000)
DOI: 10.1177/026565900001600202
Enhancing the emergent literacy skills of pre-schoolers with communication disorders: a pilot investigation
Helen K. Ezell
School of Hearing and Speech Sciences, Ohio University
Laura M. Justice
School of Hearing and Speech Sciences, Ohio University, laura{at}childlanguage.net
Davida Parsons
School of Hearing and Speech Sciences, Ohio University
The purpose of this pilot investigation was to examine the efficacy of a parent-child book-reading programme designed to enhance the early literacy skills of pre-schoolers with communication disorders. Four parents and their children completed a 5-week programme that included group parent training supplemented by individualized guided reading practice sessions for each day. Results indicated that programme participation positively influenced children’s concepts about print and that parents judged the programme to be beneficial to themselves and their children. These findings are discussed in terms of their relevance towards enhancing the early literacy skills of pre-schoolers with communication disorders.
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