Parent-Child Interactions: A Description of Book-Reading Strategies

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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.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.description.departmentCommunication Disorders
dc.formatText
dc.format.extent104 pages
dc.format.medium1 file (.pdf)
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 Parent-child interactions: A description of book-reading strategies (Unpublished thesis).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://hdl.handle.net/10877/12372
dc.language.isoen
dc.subjectreading
dc.subjectparent participation
dc.titleParent-Child Interactions: A Description of Book-Reading Strategies
dc.typeThesis
thesis.degree.departmentCommunication Disorders
thesis.degree.grantorSouthwest Texas State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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