Degree Granting Department
Psychological and Social Foundations
Intervention Acceptability, Intervention Integrity, Letter Knowledge, Parent Involvement, Phonological Awareness
This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three Head Start centers. Thirteen families completed the intervention and thirteen families were enrolled in a control condition which provided information on shared reading strategies. Children in the intervention group performed at statistically significant higher levels on measures of letter naming, phonological awareness, vocabulary/oral language, and comprehension. Parents rated both the intervention and control conditions as highly acceptable. Most parents (n= 10) within the intervention group completed the vast majority of the lesson plans. Changes within the home revealed that parents in both groups engaged in the same types of early learning activities, but that parents in the intervention group reported engaging in these activities more frequently than the control group. This study contributes to the literature by creating a method of parental involvement in preschool targeting phonological awareness and letter naming abilities.
Scholar Commons Citation
Sundman-Wheat, Ashley Nicole, "A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development" (2012). USF Tampa Graduate Theses and Dissertations.