The Ohio State University, Columbus, USA.
J Speech Lang Hear Res. 2011 Apr;54(2):523-38. doi: 10.1044/1092-4388(2010/09-0151). Epub 2010 Aug 18.
This study evaluated the feasibility, efficacy, and social validity of a parent-implemented intervention for promoting print knowledge in preschoolers with language impairment.
This trial involved 62 children and their parents. Each dyad completed a 12-week intervention program. Parents in the treatment group implemented print-focused reading sessions; parents in two comparison groups implemented sessions focused on either storybook pictures (picture-focused condition) or phonological concepts (sound-focused condition).
Many parents completed the program successfully, but attrition was high; 23% of families dropped out of the program. Children who remained in the treatment group demonstrated significantly greater gains on 1 of 2 measures of print knowledge compared with those in the picture-focused condition but not the sound-focused condition. Parents generally reported favorable impressions of the program, although several aspects of the program received higher ratings from parents in the print-focused group.
Study results raise questions about the feasibility of home-based intervention for some families; future research that examines the characteristics of families that may affect completion are needed. The causal effects of print-focused reading sessions are promising for addressing children's print-concept knowledge but not alphabet knowledge. Home-based reading intervention has considerable social validity as a therapeutic approach.
本研究评估了一种针对语言障碍学龄前儿童促进印刷知识的家长实施干预措施的可行性、有效性和社会有效性。
该试验涉及 62 名儿童及其家长。每个对子都完成了为期 12 周的干预计划。治疗组的家长实施了以印刷为重点的阅读课程；两个对照组的家长实施了以故事书图片为重点的课程（图片重点组）或以语音概念为重点的课程（语音重点组）。
许多家长成功地完成了该计划，但流失率很高；有 23%的家庭退出了该计划。与图片重点组相比，留在治疗组的儿童在 2 项印刷知识测量中的 1 项上表现出显著更大的进步，但在语音重点组中则没有。家长们普遍对该计划表示满意，尽管该计划的几个方面得到了印刷重点组家长的更高评价。
研究结果对一些家庭实施基于家庭的干预措施的可行性提出了质疑；需要进一步研究可能影响完成情况的家庭特征。针对儿童印刷概念知识的以印刷为重点的阅读课程具有很大的因果效应，但对字母知识则没有。家庭阅读干预作为一种治疗方法具有很大的社会有效性。
