Parental Training and Performance Feedback: Implications for Improving Early Literacy Development in Preschool Children

Author

Karie J. Martin, University of Nebraska at Omaha

Date of Award

5-1-2008

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Lisa Kelly-Vance

Abstract

The purpose of this study was to compare different types of parent training for early literacy development. The participants were 14 caregiver/child combinations of preschool families enrolled in an area Head Start program. Caregivers completed questionnaires identifying early literacy practices at home. Literacy development for each child was examined using Rhyming and Alliteration assessment tools for Get It! Got It! Go! The early literacy activities were taken from Ladders to Literacy: A Preschool Activity. Visual analyses, percent non-overlapping data, effect sizes, and gain scores were used to evaluate each child's early literacy development across time. Results of they study show that both types of parent training techniques helped to improve early literacy development.

Comments

An Ed.S. Field Project Presented to the Department of Psychology and Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Specialist in Education (Ed.S.) University of Nebraska at Omaha. Copyright Karie J. Martin May, 2008

Recommended Citation

Martin, Karie J., "Parental Training and Performance Feedback: Implications for Improving Early Literacy Development in Preschool Children" (2008). Student Work. 2427.
https://digitalcommons.unomaha.edu/studentwork/2427