Emergent literacy outcomes for culturally and linguistically diverse preschoolers enrolled in a parent shared-reading program are explored. Parental perspectives along with scores on preschool tests are used to establish outcomes over time. Techniques and intervention program materials are discussed that support development in emergent literacy.
Course created on May 28, 2015
- After this course, participants will be able to describe the importance of contextual considerations on emergent literacy.
- After this course, participants will be able to identify parental perspectives on parent shared-reading programs.
- After this course, participants will be able to describe the difference between qualitative and quantitative outcomes.
- After this course, participants will be able to describe major benefits of parent shared reading programs.
- After this course, participants will be able to identify intervention and assessment resources used in the presented program.
|15-50 Minutes||Parent-shared reading program: Description and outcomes|
|50-55 Minutes||Clinical Implications|
|55-60 Minutes||Conclusion; Q&A|
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Karla Washington, PhD, CCC-SLP
Karla Washington, Ph.D., is an Assistant Professor, University of Cincinnati, USA and recipient of the 2014 ASHA Award for Continuing Education (ACE). Her research and clinical interests focus on speech-language development for monolingual and culturally and linguistically diverse preschoolers. She utilizes the ICF to identify ways to enhance outcomes and services for these populations.
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Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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