Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors

Tambyraja, Sherine R.; Schmitt, Mary Beth; Farquharson, Kelly; Justice, Laura M.

doi:10.1111/1460-6984.12269

Cited by 18 publications

(24 citation statements)

References 34 publications

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“…The engagement and participation of parents is highly important in telepractice services. The importance of parent involvement is well noted in the literature [37,38], and the behavioral management of students during telepractice sessions relies on parents. Moreover, the role of the parent in telepractice services extends to providing technical support and troubleshooting [10].…”

Section: Discussionmentioning

confidence: 99%

Parents’ and Students’ Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study

Lam¹,

Lee²,

Tong³

2021

JMIR Pediatr Parent

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Background The ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase in the use of telepractice services in speech-language pathology. However, little is known about parents’ and students’ satisfaction with telepractice services and their preferences for different service delivery modes. These factors may affect therapy effectiveness and the future adoption of telepractice. Objective We evaluated students’ and parents’ perceptions of telepractice efficacy and their preferences for different service delivery modes (ie, on-site practice vs telepractice). We also identified factors that affect parents’ and students’ preferences for different service delivery modes during the COVID-19 pandemic. Methods A 19-question survey on telepractice satisfaction and preferences was administered to 41 Hong Kong Chinese students and 85 parents who received telepractice services from school-based speech-language pathologists during the COVID-19 class suspension period. In addition to providing demographic information and data on the implementation of telepractice services, all participants were asked to rate their perceptions of the efficacy of telepractice services and compare on-site practices to telepractice on a 5-point Likert scale (ie, 1=strongly disagree/prefer the use of on-site speech-language therapy services and 5=strongly agree/prefer the use of telepractice services). Results Despite the fact that telepractice efficacy was highly rated by parents (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups believed that telepractice was less effective than on-site practices (parents: 95% CI 2.14-2.52; students: 95% CI 2.08-2.65). Moreover, parents preferred on-site practices over telepractice (95% CI 2.04-2.43), whereas students did not prefer one mode of practice over the other (95% CI 2.74-3.41). A significant association between telepractice efficacy and a preference for telepractice services was found only among the students (τ=.43, P<.001), not the parents (τ=.07; P=.44). Conclusions Although telepractice is an acceptable alternative service delivery option for providing speech and language therapy services to school-aged individuals, speech-language therapists and parents must play a more proactive role in telepractice services to facilitate effective communication between clinicians and parents.

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Section: Discussionmentioning

confidence: 99%

Parents’ and Students’ Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study

Lam¹,

Lee²,

Tong³

2021

JMIR Pediatr Parent

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“…Obviously, the specific parental attitudes toward shared reading that were assessed in our parent survey predicted the literacy behavior of parents in the family context and thus shaped the quality of the HLE (cf. Schwarz and Bohner, 2001, see also Tambyraja et al, 2017). Parents with a more positive attitude toward shared reading also seem to read more often themselves, possess more books, and read more frequently to their child (cf.…”

Section: Discussionmentioning

confidence: 99%

“…Niklas et al, 2013 ). Actually, in a study by Tambyraja et al (2017) , caregivers’ own reading habits were a predictor of the general HLE in the family.…”

Section: Introductionmentioning

confidence: 99%

The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

et al. 2020

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“…The SLP may consult with the classroom teacher regarding ways to adapt classroom curricula to ensure children with dyslexia are able to access information in ways beyond text only (e.g., access to audiobooks, use of text-to-speech technology). Furthermore, SLPs play an important role in helping parents understand ways to maximize the home literacy environment to promote language growth, such as reading aloud with their children to introduce and teach new vocabulary (Petrill, Logan, Sawyer, & Justice, 2014;Tambyraja, Schmitt, Farquharson, & Justice, 2017).…”

Section: Additional Considerationsmentioning

confidence: 99%

Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

Cabbage

Farquharson

Iuzzini-Seigel

et al. 2018

LSHSS

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Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

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Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors

Abstract: These results highlight the considerable variability in the frequency of home literacy interactions of children with LI. Future work examining relations between familial reading practices and literacy outcomes for children with LI is warranted.

Cited by 18 publications

References 34 publications

Parents’ and Students’ Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study

Parents’ and Students’ Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study

The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

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