Parent-Child Reading Interactions: A Study of Preschoolers with Language Impairment

Abstract

The goal of this research project was to better understand mothers’ use of effective shared reading strategies when reading storybooks with their children with language impairment (LI). I hypothesized that the frequency with which mothers incorporated positive interaction strategies into their book-reading sessions would be associated with higher performance on children’s developmental assessments. In this study, I address two aims of focus. Aim one is to characterize maternal behaviors when reading storybooks with their children diagnosed with LI. Aim two is to study the relations among maternal reading behaviors, child characteristics, and maternal characteristics. The sample used in this study consists of 55 mother-child dyads. The children were all between 4 and 5 years of age and were identified as having LI based on standardized assessment data. A 1.5 hour assessment session was conducted in each dyad’s home. Study data included standardized child language and literacy assessments, home literacy and demographic questionnaires, and a videotaped shared storybook reading observation. The reading was videotaped and later coded using the Systematic Assessment of Book Reading (SABR) to capture maternal reading behaviors. Unfortunately, findings suggest that maternal reading practices are idiosyncratic and are not tied to their children’s skills or age.