The Effects of Reading Fluency Intervention via Tele-practice Parent Coaching on Parent’s Intervention Strategies and the Reading Fluency Skills of Children with Cochlear Implants

Ji Hye Cheon, Young Tae Kim, Youngmee Lee

Research output: Contribution to journalArticlepeer-review

Abstract

Objectives: The purpose of this study was to investigate the effectiveness of tele-practice parent coaching on parents’ intervention strategies and the reading fluency skills of children with cochlear implants (CIs). Methods: Five dyads of mother and child with CIs participated in this study. Five Korean second graders with cochlear implants participated in reading fluency tasks individually. All of them had reading fluency difficulties. We examined the efficacy of tele-practice parent coaching program for children with CIs by employing a pretest-posttest-maintenance design. Results: The parents demonstrated increases in their use of each reading intervention strategies after parent-coaching instruction. Post and maintenance of intervention strategies use in the home was sustained; indicating that parent coaching routines are effective to achieve maximal outcomes. All children demonstrated gains in their use of reading fluency skills. Conclusion: The results show that the parent coaching delivered through tele-practice had positive effects on parents’ learning behaviors and the reading fluency of children with CIs. This study provides useful information for developing parent coaching programs in terms of the reading fluency skills of children with CIs. Thus, the implementation of developing parent programs in the field of communication disorders is suggested.

Original languageEnglish
Pages (from-to)220-238
Number of pages19
JournalCommunication Sciences and Disorders
Volume27
Issue number1
DOIs
StatePublished - 2022

Keywords

  • Cochlear implant
  • Parent coaching
  • Reading fluency
  • Reading intervention
  • Reading strategy
  • Tele-practice

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