Journal of Speech, Language, and Hearing Research Vol.54 523-538 April 2011. doi:10.1044/1092-4388(2010/09-0151)
© American Speech-Language-Hearing Association
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Article

Feasibility, Efficacy, and Social Validity of Home-Based Storybook Reading Intervention for Children With Language Impairment

Laura M. Justicea
Lori E. Skibbeb
Anita S. McGintyc
Shayne B. Piastaa
Stephen Petrilla
a The Ohio State University, Columbus
b Michigan State University, East Lansing
c University of Virginia, Charlottesville

Correspondence to Laura M. Justice: justice.57{at}osu.edu

Purpose: This study evaluated the feasibility, efficacy, and social validity of a parent-implemented intervention for promoting print knowledge in preschoolers with language impairment.

Method: 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).

Results: 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.

Conclusion: 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.

KEY WORDS: emergent literacy, language impairment, intervention


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