Division of Communication Disorders, University of Wyoming, Laramie.
Lang Speech Hear Serv Sch. 2023 Apr 3;54(2):409-424. doi: 10.1044/2022_LSHSS-22-00085. Epub 2022 Nov 21.
This study included two parts: a descriptive study followed by an integrative review. The purpose of the study was to converge finding from the descriptive study and summarize relevant findings from existent literature to identify potential culturally responsive early language and literacy intervention strategies for Native American caregivers and their children.
This study included a nonexperimental descriptive design and integrative review. The descriptive study analyzed the language behaviors and shared book interactions of Native American caregivers with their young children ( 21) and included results from a caregiver teaching questionnaire. The integrative review evaluated relevant literature and identified strategies that were described in these sources. These findings were combined with the descriptive study findings to identify promising culturally consistent language and literacy strategies.
Caregivers' shared book behaviors were associated with caregivers' vocabulary usage and children's shared book behaviors. Caregivers reported a number of language and teaching strategies they frequently employed; this information was integrated with other sources to identify promising approaches. A total of 20 potential strategies were identified.
The purpose of this study was to describe potential early language and literacy strategies for Native American families. It would be impossible to develop early language interventions to meet the needs of all Native American families and children; thus, this study is a preliminary step in identifying strategies that may be culturally responsive for some families. The integrative review supported the use of shared book reading with young Native American children. Promising language and early literacy strategies included play-based strategies, teaching new words, questioning strategies, using descriptive language, and other language and interaction enhancements. The effectiveness of these strategies should be further evaluated in future research or treatment studies.
本研究包括两个部分：描述性研究和综合回顾。研究目的是融合描述性研究的结果，并总结现有文献中的相关发现，以确定针对美国原住民照顾者及其子女的潜在文化响应性早期语言和读写能力干预策略。
本研究包括非实验性描述性设计和综合回顾。描述性研究分析了美国原住民照顾者与其幼儿（21 个月）的语言行为和共享书籍互动，并包括来自照顾者教学问卷的结果。综合回顾评估了相关文献，并确定了这些来源中描述的策略。将这些发现与描述性研究结果相结合，以确定有前途的文化一致的语言和读写策略。
照顾者的共享书籍行为与照顾者的词汇使用和儿童的共享书籍行为相关。照顾者报告了他们经常使用的许多语言和教学策略；这些信息与其他来源相结合，以确定有前途的方法。总共确定了 20 种潜在策略。
本研究的目的是描述针对美国原住民家庭的潜在早期语言和读写策略。开发满足所有美国原住民家庭和儿童需求的早期语言干预措施是不可能的；因此，本研究是确定可能对某些家庭具有文化响应性的策略的初步步骤。综合回顾支持与年轻的美国原住民儿童进行共享阅读。有前途的语言和早期读写策略包括基于游戏的策略、教授新词、提问策略、使用描述性语言以及其他语言和互动增强。应在未来的研究或治疗研究中进一步评估这些策略的有效性。
