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dc.contributor.advisorGonzales, Maria Diana
dc.contributor.authorPotts, Meredith ( )
dc.date.accessioned2020-08-12T17:09:30Z
dc.date.available2020-08-12T17:09:30Z
dc.date.issued2003-05
dc.identifier.citationPotts, M. (2003). Parent-child interactions: A description of book-reading strategies (Unpublished thesis). Southwest Texas State University, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/12372
dc.description.abstractThe purpose of this pilot study was to research the book-reading strategies used by parents of typically developing children and children diagnosed with language disorders. Four dyads were used to complete this study. Results indicated that the parents used a variety of directive and less directive book-reading strategies. However, there were no clear differences between the strategies used by parents of typically developing children and parents of children with language disorders.
dc.formatText
dc.format.extent104 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectReading
dc.subjectParent participation
dc.titleParent-Child Interactions: A Description of Book-Reading Strategies
txstate.documenttypeThesis
thesis.degree.departmentCommunication Disorders
thesis.degree.grantorSouthwest Texas State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
txstate.accessrestricted
txstate.departmentCommunication Disorders


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