ative adaptation and affect, and degree of difficulty. ... Some college or trade school. 37.5. 60 ... Inter-rater agreement was good for all categories (X 97.8(;;';.
Instructing Parents
to Use Dialogic Reading Strategies
wilh Preschool Children:
Impacl of a Video-Based Training
Program on Caregiver Reading Behaviors
and Chi Idren' s Related Verbalizations
Jessica Blom-Hoffman
Therese O'Neil-Pirozzi
RobCrl Volpe
Joanna Culling
Elizabclh Bissinger
N(lrfl/('(/SfCrII
ABSTRACT. Caregiver use of dialogic reading (DR) strategies in home, preschool, and daycare seuings has heen shown to faci litate de velopment oral language and emergent literacy skills in toddlers and preschool age children. Training in the use of DR strategies may he pro-
or
or
Address correspondence to; kssica Bloll1-Hollman, PhD, The Department Counseling and Applied Educational Psychology, 20.1 Lake Hall, Northeastern lini Boston, MA 02115 (E·mail; j.hloill-hoffm:.m{("nl'u.edu). authors arc grateful to Harhor Ilcallh Services, Inc. for their support of this rl'search sllIdy. They thank ill particular, Dr. Michael Folino at Geiger Gibson COlllmu lIealth Ccnter and and Dr. Robert Itoch at Neponsct Health Center for their '"pporl. In addition, they thank Samantha Ikrdinka. Collcelliliggins. Heather Leavill, Sharoll Mustacchio, Dan Nelson, Kristin Phoenix, Stacie Perlstad1. Jessie Sall1uels and ITallces Victory for their assistance with data collection and data enlry. This study was a Research and Scholarsilio Development Fund grant from Northeastern Joul1lal of Applied School Psychology, Vol. 23( I) 2006 J\ vailahlc online at Imp;lljapps.haworlhpress.col11 2006 hy The Haworth Press, Inc. All rights reserved. doi: IO.1l00/B70v23nOI 06
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JOURNAL OF APPLIED SCHOOL PSrCIIOLOGY
vided "live" or via videotape. Using a randomized. control group. repeated measures design with 18 caregiver-child dyads, we investi gated (a) caregivers' ahility to learn to use DR strategies with their young children through videotape training in community health centers. and (h) children's verhalizations during shared hook reading. Caregi vcrs learned to usc DR strategies through the videotape training and main tained their usc or DR strategies 12 weeks later. In addition. Wchsi tc: .75). Results indicate no dif ference between the experimental (X = 17.63; Sf) = 8.75) and control (X = 17.93; SD = 10.(8) groups at pre-treatment (£S= .03). However, a large effect (£S = 2.26) as a function of intervention was noted at the 6-week follow-up, where parent facilitating verbalizations in the exper imental group demonstrated nearly a twofold increase from pre-treat ment (X = 32.27; Sf) = 9.4) compared with a small decrease in the control group (X 16.15; Sf) 6.78). This large effect remained rela tively stable at the 12-week follow-up (ES 1.36). Flere parents in the experimental group maintained relatively high levels of facilitating ver balizations (X = 30.51; Sf) = 14) compared with low and stable verbal izations for control group parents (X 14.52; Sf) = 11.22). The effect of the videotape intervention on parents' usc of specific DR strategies was also assessed. Results indicated that certain types of prompts were used more frequelltly by parents who viewed the video, while others were utilized infrequenlly by parents in both groups. Specifi cally, at the second visit, parents who viewed the R'ITf video used more page prompts (e.g., wh-type questions; X = 18.46; Sf) = 8.(5) than care givers who did not received the video-based training (X = 6.75; SO = 5.32). Furthermore, parents who viewed the video showed a greater usc evaluation prompts