Effect of Shared Story Reading Program on Language Development and Reading Readiness of Preschool Children with Language Impairment

Document Type : Research Paper

Authors

1 Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

2 Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

3 Department of Psychology, Payam Noor University, Tehran, Iran

Abstract

The purpose of this study was to examine the effectiveness of  shared story reading education program on language development and reading readiness of preschool children with language impairment. In this semi-experimental study with pretest-posttest, and control group design, 30 preschool girls in experimental and control groups responded to Reading Readiness Test and Test of Language Development and Test of Phonological Awareness. The experimental group received 30 shared story reading treatment program sessions, with each session lasting 45 minutes three times a week. The results of statistical procedures of univariate and multivariate covariance analysis indicated that shared story reading program was effective in increasing reading readiness and phonological awareness and language skills in preschool children with language impairment. In sum, these findings suggest that shared story reading program by increasing positive expressive, semantic and syntactic skills as well as the development of paralanguage skills and pre-reading could result in readiness of the child to read before entering school.

Keywords

References

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Journal of Applied Psychological Research
Volume 10, Issue 4
February 2020
Pages 25-48

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History

  • Receive Date: 04 April 2019
  • Revise Date: 14 April 2019
  • Accept Date: 24 December 2019
  • First Publish Date: 21 January 2020
  • Publish Date: 21 January 2020

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