dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | Dirks, E. | |
dc.contributor.author | Roorda, V.J. | |
dc.date.accessioned | 2021-08-13T18:00:27Z | |
dc.date.available | 2021-08-13T18:00:27Z | |
dc.date.issued | 2021 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/40792 | |
dc.description.abstract | Interactive joint book reading (JBR) is an important activity to promote language development of
preschoolers. This could be even more important for preschoolers with a Developmental Language
Disorder (DLD). Therefore, the current study examined whether parents of preschoolers with DLD use
the same JBR behaviors as parents of preschoolers without DLD and whether parent self-assessment
relates to the researchers’ observations. A group of parent-child dyads with DLD and a group without
DLD were videotaped during JBR, and parent and child behaviors were coded according to an
observation tool. Parents filled out a questionnaire about the same observed JBR behaviors. No
differences were found in JBR behaviors between the two groups according to both the researchers’
observations and self-assessment. The measurements of the parent JBR behaviors highly correlated
between the researchers’ observations and parent self-assessment for both groups. This report can be
used to develop new interventions to promote interactive JBR behaviors for parents of children with
DLD. | |
dc.description.sponsorship | Utrecht University | |
dc.format.extent | 316159 | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.title | Do It Together: Joint Book Reading Behaviors of Parent and Children with and without a
Developmental Language Disorder | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.courseuu | Clinical Child and Adolescent Psychology | |