Parental Satisfaction and Impact of an Internet Intervention for Interactive Storybook Reading

Abstract

Purpose: This article evaluated the utilization of an Internet-based, self-managed parent training program (i.e., Success with Stories [SWS]) designed to facilitate parental motivation about interactive storybook reading, perceived competence in their ability to engage in interactive storybook reading, and their reading practices and beliefs. Method: Ten parents of young children with/or at-risk for a spoken language disorder enrolled in SWS. The satisfaction of content, usability, presentation, suitability, and exercises of SWS among the parents were examined using an intervention satisfaction rating survey, a focus group, and semistructured interviews. Results: The survey revealed high levels of satisfaction, and qualitative data reflected the survey data. Parents found the program to be acceptable, functional, and practical. Pre- and postprogram responses on the Parental Reading Beliefs Inventory were compared. Significant differences were reported with a large effect size. Within-program responses on the Intrinsic Motivation Inventory and Perceived Competence Scale indicated that parents were motivated and had high levels of perceived competence across all learning paths within SWS. Conclusions: The results indicate that further development and evaluation of SWS is warranted. SWS is a program targeting interactive storybook reading rather than a comprehensive language and literacy program. As such, SWS may be beneficial as a supplemental program to support direct service delivery.