Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Miguel Garcia-Salas, Carla Wood
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Abstract

To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared interactive book reading (SIBR) sessions. Moreover, older siblings were taught the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter’s language development. Effects of the intervention program on three older siblings’ (1) prompting and (2) responsiveness during SIBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SIBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SIBR.
通过拉丁裔移民家庭中年长的兄弟姐妹促进对话式阅读:试点研究
为了通过考虑家庭背景的设计来促进儿童的语言发展,作者探讨了为拉丁裔移民家庭的哥哥姐姐量身定制的对话式阅读干预的有效性。这种对话式阅读干预包括培训、示范和辅导三个部分,系统地支持哥哥姐姐在与弟弟妹妹一起阅读时使用对话式阅读。通过使用 CROWD 记忆法,教会哥哥姐姐使用一系列对话式阅读提示,从而在共享互动图书阅读(SIBR)过程中培养多样化的参与形式。此外,还教哥哥姐姐使用 PEER 记忆法,以提高他们对弟弟妹妹的输入做出反应的能力,从而促进弟弟妹妹的语言发展。我们采用跨参与者多基线设计,评估了干预计划对三个哥哥姐姐(1)在SIBR期间的提示和(2)反应能力的影响。结果表明,在接受辅导和示范支持后,三个哥哥姐姐中有两个增加了提示频率,并表现出更好的反应能力。我们讨论了一个哥哥姐姐面临的挑战,这可能是由于个人的语言和读写困难造成的。结果初步表明,如果得到适当的指导和支持,年长的兄弟姐妹有能力掌握和运用对话式阅读技能。这些结果为提高兄弟姐妹之间的SIBR技巧提供了机会,强调了拉丁裔移民家庭中的哥哥姐姐在SIBR期间提供丰富的语言输入方面可以发挥的重要作用。
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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