Effects of a Pre-Recorded Parent-Child Shared Reading Intervention on At-Risk Preschool Children's Phonological Awareness Skills

Two studies were conducted to examine the effects of an embedded parent-child shared reading intervention on children’s phonological awareness skills. Seven children considered at-risk for reading difficulty listened to 6 pre-recorded children’s books with embedded early literacy activities three times each with a parent. Children’s progress was monitored following completion of each book through a series of brief early literacy measures conducted at the children’s school. Data were analyzed through visual inspection of each child’s graphs for each outcome measure. This pre-recorded parent-child shared reading intervention had positive effects on five of the seven children’s early literacy skills. Positive effects demonstrate the potential for children at risk for reading difficulty to benefit from early literacy activities in the home. However, some parents had difficulty completing the activities. Increasing linkages between home and school may lend additional support for parents and children who failed to make progress.