| Full text | |
| Author(s): |
Lívia Gabriela Campos Balog
[1]
;
Priscila Benitez
[2]
;
Aline Roberta Aceituno da Costa
[3]
;
Camila Domeniconi
[4]
Total Authors: 4
|
| Affiliation: | [1] Universidade Federal de São Carlos. Centro de Educação e Ciências Humanas. Programa de Pós-Graduação em Psicologia - Brasil
[2] Universidade Federal do ABC. Centro de Matemática, Computação e Cognição. Programa de Pós-Graduação em Engenharia e Gestão da Inovação - Brasil
[3] Universidade de São Paulo. Departamento de Fonoaudiologia - Brasil
[4] Universidade Federal de São Carlos. Centro de Educação e Ciências Humanas. Programa de Pós-Graduação em Psicologia - Brasil
Total Affiliations: 4
|
| Document type: | Journal article |
| Source: | Estudos de Psicologia (Campinas); v. 41, 2024-04-22. |
| Abstract | |
Abstract Objective The present study aimed to describe and analyze how parents naturally carry out shared reading with their children, without specific instructions. Additionally, the effect of a brief intervention to teach parents to use shared reading strategies was evaluated. Method Four families with children between the ages of four and five without a diagnosis of any disorder participated. We analyzed home footage captured by parents of shared reading moments, and to analyze the intervention, we measured the number of language stimulus strategies used by the parents as well as measures of the children's language. Results The description of the natural situation generated four categories of analysis: organization of the physical space, contact with the book, the way the story is told and the emotional relationship between parents and children. After the brief intervention, improvements were found in all measured variables when compared to pre-intervention data. Conclusion The importance of guiding families to use more language stimulation strategies in the context of shared reading is discussed, in order to enrich the child's speaking opportunities. (AU) | |
| FAPESP's process: | 18/23221-6 - Assessment of a naturalistic intervention in language teaching by parents to their intellectually deficient children |
| Grantee: | Lívia Gabriela Campos Balog |
| Support Opportunities: | Scholarships in Brazil - Doctorate |