Master of Arts (MA)
Communication Sciences and Disorders
The purpose of this study was to evaluate caregivers’ perceptions of their children’s literacy experiences and determine if their perceptions differed as a function of whether their children presented with speech and language impairment or with typical language development. Participants were caregivers of children, between the ages of 24 and 54 months. Eleven children presented with speech and language impairments (S/LI) and 14 children presented with typically developing (TD) language. Caregivers’ perceptions about early home literacy experiences were collected through a questionnaire. Results showed that there were no statistically significant differences between the two groups of caregivers’ responses to the questionnaire items as a function of their children’s clinical status. These findings were inconsistent with findings from previous studies and warrant additional study to determine if the null results of the current study were related to specific attributes of the caregivers, specific attributes of the children, or the validity of the questionnaire that was used to evaluate the caregivers’ perceptions of their children.
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Grace, Amanda Blair, "Parent report of home literacy experiences in children with and without speech and language impairments" (2010). LSU Master's Theses. 1679.
Oetting, Janna B