Facilitating young Korean children's language development through parent training picture book interaction.

摘要

This study examined the effectiveness of parent training in the use of language facilitation techniques around picture book interactions with Korean mothers and children. Twenty-one children, age 2.0 to 4.3 years, and their mothers participated. The children were reported to be developing typically and Korean was the parents' first language, and was spoken in the home. Dyads were randomly assigned to a treatment or control condition. The treatment group received approximately one hour of instruction in specific language facilitation techniques during picture book interactions. The control group received approximately one hour of instruction in general emergent literacy development and the importance of first language acquisition. Results from pretest-posttest language samples indicated significant between-group differences in parents' use of methods and in children's language production, both favoring the treatment group. These methods may provide an efficient, low-cost approach for strengthening language skills in young children whether they are developing typically or language delayed.