The Effects of an Interactive Reading Intervention on Early Literacy Development and Positive Parenting Interactions for Young Children of Teenage Mothers
| dc.contributor.author | Williams, Khaliyah D. | |
| dc.date.accessioned | 2024-12-11T20:22:28Z | |
| dc.date.available | 2024-12-11T20:22:28Z | |
| dc.date.issued | 2000-08 | |
| dc.description | 199 pages | |
| dc.description.abstract | Of all the skills young children can acquire, reading is one they will use the most. Reading is a valuable skill in our society, and is basic to one's education (Dzama & Gilstrap, 1983). In particular, young children of teenage mothers who do not engage in prereading activities may not develop the early literacy skills that provide a foundation for later reading achievement. Increasing book reading with young children may be a powerful way of introducing them to a lifelong relationship with literature, and may reduce the risk of reading failure. This study examined the short-term effects of an interactive reading intervention designed to facilitate early literacy development and positive parenting interactions for young children of teenage mothers. This school-based intervention involved reading activities and strategies that were designed to support storybook reading between parent-child dyads. The goal of the intervention was to support teenage mothers reading aloud to their young children for 15 minutes at least 2 days per week. Thirty-two parent-child dyads were assigned randomly to one of two groups, (a) interactive reading intervention, and (b) a "wait-list control" group. Each group was comprised of 16 parent-child dyads. The study consisted of 1 week of baseline and 6 weeks of intervention. To examine the effects of the interactive reading intervention, a measure of early literacy skills was obtained from the Stony Brook Family Reading Survey and the Early Literacy Development Observation Assessment. A measure of positive parenting behaviors also was obtained from the Stony Brook, the Dyadic Parent-Child Interaction Coding System, and the Coder Impression Rating Scale. Engaged time and treatment integrity were also examined. Pre- and post-test scores were obtained on all measures. Results were analyzed using multiple, one-way, analyses of covariance (ANCOV A). Group (intervention and control) was the between-subjects factor, and pretest was the covariate. Overall, the interactive reading intervention appeared to facilitate more time engaged in reading for all children, and resulted in gains on early literacy development for young children who demonstrated low early literacy skills at pretest. There was no effect on positive or negative parenting behaviors. Teenage mother's perceptions of treatment and social validity indicated a general consensus of overall satisfaction and enjoyment of the shared reading activity with their child. | |
| dc.identifier.uri | https://hdl.handle.net/1794/30233 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | |
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| dc.subject | literacy, adolescent pregnancy, interactive reading intervention, early literacy development, positive parenting interactions, parent-child interactions | |
| dc.title | The Effects of an Interactive Reading Intervention on Early Literacy Development and Positive Parenting Interactions for Young Children of Teenage Mothers | |
| dc.type | Thesis / Dissertation |