Abstract
Parents with Limited English Proficiency (LEP) may find it difficult to become involved in their children's education due to their lack of English proficiency. The present study examined the effects of using audio prompting to assist mothers with LEP in teaching their preschool children English vocabulary. Mothers were trained to tutor their children using a Talking Photo Album. The Talking Photo Album used audio prompting that can support a naive tutor. In this study, the mother with LEP received necessary assistance in providing accurate English object names and feedback to her child. Results of the study indicate that all participant mothers and children made substantial gains in naming objects, and children successfully generalized from pictures of objects to authentic or three dimensional representatives of the objects. P arent involvement is a critical component of preschool children's success in school. Several investigations have demonstrated that parent support is an important factor in the development of school readiness, including early literacy skills, in preschool children (Benne�, Weigel, & Martin, 2002; Parker, Boak, Griffin, Ripple, & Peay, 1999; Rush, 1999). These studies examined the effects of the family literacy environment, quality of parent-child interactions, and parent involvement in literacy activities with their preschool child on various school readiness indicators. Parent tutoring is one way of involving parents in supporting children's acquisition of academic skills. Results of several investiga- tions have shown the overall positive impact of parent tutoring on academic achievement. Parent tutoring has been shown to be effective in the areas of reading (Fiala & Sheridan, 2003; Hook & DuPaul, 1999; Thurston & Dasta, 1990), math (Thurston & Dasta, 1990), and spell- ing (Thurston & Dasta, 1990). According to a meta-analysis completed
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