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Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence
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| Zeitschriftentitel: | Learning Disability Quarterly |
|---|---|
| Personen und Körperschaften: | , , , |
| In: | Learning Disability Quarterly, 42, 2019, 3, S. 135-146 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
SAGE Publications
|
| Schlagwörter: |
| author_facet |
Logan, Jessica A. R. Dynia, Jaclyn M. Justice, Laura M. Sawyer, Brook Logan, Jessica A. R. Dynia, Jaclyn M. Justice, Laura M. Sawyer, Brook |
|---|---|
| author |
Logan, Jessica A. R. Dynia, Jaclyn M. Justice, Laura M. Sawyer, Brook |
| spellingShingle |
Logan, Jessica A. R. Dynia, Jaclyn M. Justice, Laura M. Sawyer, Brook Learning Disability Quarterly Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence Behavioral Neuroscience General Health Professions Education |
| author_sort |
logan, jessica a. r. |
| spelling |
Logan, Jessica A. R. Dynia, Jaclyn M. Justice, Laura M. Sawyer, Brook 0731-9487 2168-376X SAGE Publications Behavioral Neuroscience General Health Professions Education http://dx.doi.org/10.1177/0731948718786231 <jats:p> The overall purpose of this study was to examine caregivers’ adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children’s language ability, caregiver education, and whether the child has a disability. Caregivers of children with language impairment ( N = 695) were provided with a book per week and were encouraged to read the book twice a week. Results of the LCA indicated that there were four profiles of caregivers’ adherence: sporadic, late dropout, completers, and early dropout. Completers were so-named because they adhered to study activities for the duration, completed the study as designed. These caregivers represented one third of participants, whereas dropouts (both early and late) represented the majority of caregivers (51%). This study found no reliable differences in the adherence patterns for caregivers of children with a disability and their typically developing peers. However, children who had better language skills also had significantly higher probability of continued caregiver adherence. Implications for educational research are discussed. </jats:p> Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence Learning Disability Quarterly |
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| title |
Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
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Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
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Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
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Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
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Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
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Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
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caregiver implementation of a home-based reading program with their children with disabilities: patterns of adherence |
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Behavioral Neuroscience General Health Professions Education |
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http://dx.doi.org/10.1177/0731948718786231 |
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2019 |
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135-146 |
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<jats:p> The overall purpose of this study was to examine caregivers’ adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children’s language ability, caregiver education, and whether the child has a disability. Caregivers of children with language impairment ( N = 695) were provided with a book per week and were encouraged to read the book twice a week. Results of the LCA indicated that there were four profiles of caregivers’ adherence: sporadic, late dropout, completers, and early dropout. Completers were so-named because they adhered to study activities for the duration, completed the study as designed. These caregivers represented one third of participants, whereas dropouts (both early and late) represented the majority of caregivers (51%). This study found no reliable differences in the adherence patterns for caregivers of children with a disability and their typically developing peers. However, children who had better language skills also had significantly higher probability of continued caregiver adherence. Implications for educational research are discussed. </jats:p> |
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| author | Logan, Jessica A. R., Dynia, Jaclyn M., Justice, Laura M., Sawyer, Brook |
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| description | <jats:p> The overall purpose of this study was to examine caregivers’ adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children’s language ability, caregiver education, and whether the child has a disability. Caregivers of children with language impairment ( N = 695) were provided with a book per week and were encouraged to read the book twice a week. Results of the LCA indicated that there were four profiles of caregivers’ adherence: sporadic, late dropout, completers, and early dropout. Completers were so-named because they adhered to study activities for the duration, completed the study as designed. These caregivers represented one third of participants, whereas dropouts (both early and late) represented the majority of caregivers (51%). This study found no reliable differences in the adherence patterns for caregivers of children with a disability and their typically developing peers. However, children who had better language skills also had significantly higher probability of continued caregiver adherence. Implications for educational research are discussed. </jats:p> |
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| spelling | Logan, Jessica A. R. Dynia, Jaclyn M. Justice, Laura M. Sawyer, Brook 0731-9487 2168-376X SAGE Publications Behavioral Neuroscience General Health Professions Education http://dx.doi.org/10.1177/0731948718786231 <jats:p> The overall purpose of this study was to examine caregivers’ adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children’s language ability, caregiver education, and whether the child has a disability. Caregivers of children with language impairment ( N = 695) were provided with a book per week and were encouraged to read the book twice a week. Results of the LCA indicated that there were four profiles of caregivers’ adherence: sporadic, late dropout, completers, and early dropout. Completers were so-named because they adhered to study activities for the duration, completed the study as designed. These caregivers represented one third of participants, whereas dropouts (both early and late) represented the majority of caregivers (51%). This study found no reliable differences in the adherence patterns for caregivers of children with a disability and their typically developing peers. However, children who had better language skills also had significantly higher probability of continued caregiver adherence. Implications for educational research are discussed. </jats:p> Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence Learning Disability Quarterly |
| spellingShingle | Logan, Jessica A. R., Dynia, Jaclyn M., Justice, Laura M., Sawyer, Brook, Learning Disability Quarterly, Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence, Behavioral Neuroscience, General Health Professions, Education |
| title | Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
| title_full | Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
| title_fullStr | Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
| title_full_unstemmed | Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
| title_short | Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
| title_sort | caregiver implementation of a home-based reading program with their children with disabilities: patterns of adherence |
| title_unstemmed | Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence |
| topic | Behavioral Neuroscience, General Health Professions, Education |
| url | http://dx.doi.org/10.1177/0731948718786231 |