Building Emergent Literacy for Preschool Children With Visual Impairments Through Individualized Shared Storybook Reading

• In Event: AERA Poster Session 13
  In Poster Session: Supporting Young Children's Learning and Development

Abstract

Children with visual impairments are at-risk for literacy-related delays (Douglas, Grimley, Hill, Long, & Tobin, 2002). These delays stem from early childhood, but previous research has not address these challenges in preschool-aged children. This mixed-method embedded single case study examined the effectiveness of a parent-implemented shared storybook reading intervention in improving emergent literacy skills for three preschool children with visual impairments. Outcomes suggested that parents found the instruction valuable and that children increased attention and engagement in shared reading.

Author

• Stephanie Scholes, Granite School District