Abstract
Few studies explore parent-implemented literacy interventions in the home language for young children with problems in language acquisition. A shift in children’s use of the home language to English has been documented when English is the only language of instruction. When parents are not proficient in English, such language shift can limit communication at home. In this study we examine a parent-implemented language-literacy intervention in the home language on building vocabulary in preschool children with difficulty acquiring language. Twenty-four mother–child dyads were randomly assigned to an intervention or to a comparison group. Mothers in the intervention group learned how to stimulate language literacy through play, reading, and routine activities at home. They received interactive picture books in Spanish. Findings showed substantial gains in expressive vocabulary in Spanish, in English, and for conceptual scores (total vocabulary minus duplets) for children in the intervention group. Mothers’ perceptions regarding use of the home language improved after the intervention. Findings suggest that mothers in the intervention group were able to transform their children’s home educational environment into an additive one, where the home language was valued.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
