Abstract
The purpose of this study is to determine the effectiveness of dialogic reading workshops in improving at-home reading behaviors of both parents and their preschool-aged children. A focus of the study is to understand the dialogic reading experiences of parents with children who have developmental disabilities. Thirteen parents of children at a local preschool participated in one or more phases of the study. Phases included completing a pre-survey, attending the workshop, completing a post-survey, and participating in an interview. Five parents of typically developing children and four parents of children with developmental disabilities participated in the interviews. Participants noted an improvement in both their and their child's dialogic reading behaviors because of attending the workshops and applying the strategies. Parents increased the frequency and variety of questions asked to their child during at-home reading experiences. Children increased their attention, engagement, and participation during shared book reading with their parents. These positive changes were consistent between parents of typically developing children and parents of children with developmental disabilities. Findings from this study indicate that parent participation in dialogic reading workshops can benefit the overall language development of their preschool-aged child, whether or not that child has developmental disabilities.
Degree
MS
College and Department
David O. McKay School of Education; Communication Disorders
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Driskill, Jessica, "The Effectiveness of Dialogic Reading Workshops for Parents of Children With Developmental Disabilities" (2025). Theses and Dissertations. 10703.
https://scholarsarchive.byu.edu/etd/10703
Date Submitted
2025-03-20
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd13539
Keywords
dialogic book reading, preschool, developmental disabilities
Language
english