Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading

Nelson, Lauri H.; Stoddard, Shannon M.; Fryer, Sydney; Muñoz, Karen F.

doi:10.1177/1525740118819662

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…Dialogic Storytelling (DS) has been thus recognized as one of the significant strategies for enhancing vocabulary learning in children since it provides numerous opportunities for learning new words through rich linguistic interactions and conversations using familiar contexts [23,24]. Besides, words are broadened during DS as parents discuss new vocabulary with their children [25].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children

Rezaiyan

Movallali

Adibsereshki

et al. 2020

IRJ

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Objectives: The present study aimed to investigate the effectiveness of an online dialogic storytelling program on vocabulary skills (picture, relative, and oral vocabulary skills) of hard of hearing children. Methods: In this experimental study with pre-test-post-test and a control group design, 34 mothers of hard of hearing children participated. Children’s ages range from 4 to 6 years and they were selected from aural rehabilitation centers in Tehran. They were assigned randomly into the experimental (n=17) and control (n=17) groups that were matched for age and sex. Before starting the online dialogic storytelling program, the children took the Test Of Language Development (TOLD-P: 3). The online dialogic storytelling was done 20 minutes a day, 3 days a week for 12 weeks for mothers and their children. After completion of the program, the language development test was administered to both groups as the post-test. The data were analyzed by 1-way Analysis of Covariance (ANCOVA). Results: The results showed that the vocabulary skills, picture, relative and oral vocabulary of the experimental group significantly improved after participating in the online dialogic storytelling sessions (P<0.001) Discussion: Storytelling is one of the most effective ways to improve the vocabulary skills of hearing-impaired children and it seems that storytelling needs to be included in their rehabilitation programs.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children

Rezaiyan

Movallali

Adibsereshki

et al. 2020

IRJ

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“…The remaining 2 pre/post study designs focused on parental knowledge and skills, with a storybook reading programme reporting non-significant improvements: Parent child reading training [ 95 ] and on the parent child relationship, with a video feedback intervention showing non-significant maintenance and improvement on parent Emotional Availability scores: Video Interaction Guidance (VIG) [ 96 ].…”

Section: Resultsmentioning

confidence: 99%

A systematic scoping review of early interventions for parents of deaf infants

et al. 2021

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Background Over 90% of the 50,000 deaf children in the UK have hearing parents, many of whom were not expecting a deaf child and may require specialist support. Deaf children can experience poorer long-term outcomes than hearing children across a range of domains. After early detection by the Universal Newborn Hearing Screening Programme, parents in the UK receive support from Qualified Teachers of the Deaf and audiologists but resources are tight and intervention support can vary by locality. There are challenges faced due to a lack of clarity around what specific parenting support interventions are most helpful. Methods The aim of this research was to complete a systematic scoping review of the evidence to identify early support interventions for parents of deaf infants. From 5577 identified records, 54 met inclusion criteria. Two reviewers screened papers through three rounds before completing data extraction and quality assessment. Results Identified parent support interventions included both group and individual sessions in various settings (including online). They were led by a range of professionals and targeted various outcomes. Internationally there were only five randomised controlled trials. Other designs included non-randomised comparison groups, pre / post and other designs e.g. longitudinal, qualitative and case studies. Quality assessment showed few high quality studies with most having some concerns over risk of bias. Conclusion Interventions commonly focused on infant language and communication followed by parental knowledge and skills; parent wellbeing and empowerment; and parent/child relationship. There were no interventions that focused specifically on parent support to understand or nurture child socio-emotional development despite this being a well-established area of poor outcome for deaf children. There were few UK studies and research generally was not of high quality. Many studies were not recent and so not in the context of recent healthcare advances. Further research in this area is urgently needed to help develop evidence based early interventions.

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“…Increasing the amount of parent-child conversational exchanges through activities, such as shared book reading, has a positive impact on young children's underlying cognitive and language development regardless of SES (Nelson et al 2019;Romeo et al 2018;Vally et al 2015). Apart from limited resources, there is often little to no culture of book sharing in low-income settings but rather a culture of storytelling (Mdlalose-Dyantyi 2019; Vally et al 2015).…”

Section: Introductionmentioning

confidence: 99%

The effect of a parental mHealth resource on language outcomes in 4- to 5-year-old children

Roux

Eccles

Abdoola

et al. 2022

South African Journal of Childhood Education

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Background: The use of mobile health (mHealth) technology is rapidly expanding in healthcare worldwide. mHealth tools may provide parents with access to resources essential for promoting language development.Aim: The current study aimed to determine how an mHealth parental resource influenced 42 preschool children’s (4.0–5.11 months old) language abilities after a 17-week intervention period.Setting: Participants were identified from six early childhood development (ECD) centres from a low-income community in Tshwane, South Africa.Method: A randomised controlled trial (RCT), pre-test post-test research design was employed to determine whether an mHealth parental resource influenced 42 preschool children’s (4.0–5.11 months old) language abilities after a 17-week intervention period. Data were collected using the language subtests of a South African standardised protocol, the Emergent Literacy and Language Assessment Protocol (ELLA).Results: The parental mHealth application targeting language stimulation did not significantly improve the experimental group’s language outcomes when compared with the control group because most of the parents (n = 27) used the application for less than 20% of the active days.Conclusion: Providing parents with more support with mobile resources may lead to improved usage of the application.

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Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading

Cited by 5 publications

References 16 publications

The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children

The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children

A systematic scoping review of early interventions for parents of deaf infants

The effect of a parental mHealth resource on language outcomes in 4- to 5-year-old children

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