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ABSTRACT INFORMATION
Title: 'LENA Measurements of Parent Language Facilitation Strategies During Storybook Reading' Track: 7 - Family Perspectives and Support Keyword(s): LENA, Parent Support, Literacy, Language Facilitation Learning Objectives: 1. Participants will discuss utilization of acoustic highlighting, targeted comprehension questions and wait time as effective strategies during storybook reading to facilitate language and literacy development in young children who are DHH. 2. Participants will discuss the importance of supporting parents in using these language facilitation strategies to optimize their child’s literacy development in the home environment. 3. Participants will discuss results from a research study that explored the impact of direct parent training to facilitate use of effective strategies during storybook reading, including quantitative and qualitative findings. Abstract: During early years of literacy acquisition, parents play a vital role in establishing child engagement in the reading process to maximize learning opportunities. Parents who utilize effective strategies during storybook reading can facilitate development of important literacy skills. This project focused on the impact of teaching parents to 1) use acoustic highlighting in which key sounds or words are emphasized, 2) ask questions that facilitate critical thinking and promote text comprehension, and 3) utilize effective wait time after asking targeted questions so the child has time to think about the question and offer a response. Many parents routinely engage in parent-child storybook reading activities in the home and could readily implement effective strategies during this time. Parents who do not regularly engage in storybook reading with their young children may benefit from discussions with practitioners to better understand the importance of this activity and the strategies that could improve their child’s literacy progress. This presentation will provide results of a single-subject design study that evaluated the impact of explicit parent training to utilize effective literacy strategies during parent-child storybook reading within the natural home environment. During the baseline phase, parents received no direct training on literacy strategies and, using Language Environmental Analysis (LENA), were recorded utilizing typical book reading interactions during a 15-minute segment. At the end of the baseline period, parents participated in training sessions to learn strategies for incorporating acoustic highlighting, how to prompt meaningful comprehension questions, and allow an effective ‘wait time’ after a question has been posed for the child to consider the question and formulate a response. Upon implementing the intervention phase of parent training, LENA recordings of parent-child book reading continued to document parents’ use of literacy strategies. Quantitative and qualitative study results will be presented, including generalization data. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available CART: CART Transcription is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Shannon Peters - Primary Presenter,Author,POC Utah State University      Credentials: Graduate Student       Shannon Peters is a graduate student at Utah State University studying Deaf Education with a Listening and Spoken Language emphasis. Her primary interests include early literacy development in children who are Deaf or Hard of Hearing, and family involvement in language development       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Lauri Nelson - Co-Presenter,Author Utah State University      Credentials: PhD       Lauri Nelson is an Associate Professor in the Department of Communicative Disorders and Deaf Education in the Listening and Spoken Language Deaf Education program at Utah State University. She has a dual background in both clinical audiology and LSL deaf education and currently directs the LSL deaf education graduate training program at Utah State University.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Karen Munoz - Co-Presenter,Author Utah State University      Credentials: Associate Professor      Other Affiliations: NCHAM       Karen Muñoz is an associate professor of audiology at Utah State University in the Department of Communicative Disorders and associate director of the National Center for Hearing Assessment and Management. Her research focus is in the area of childhood hearing loss.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.