Date of Award

5-2010

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Program

School Pschology

First Advisor

Gary Stoner

Second Advisor

John M. Hintze

Third Advisor

Lisa Green

Keywords

Kindergarten Readiness, Parent Based Intervention, Performance Feedback, Pre-Literacy, Pre-School, Vocabulary

Subject Categories

Other Psychology

Abstract

This study examined the effects of performance feedback information on parenting practices that contribute to development of vocabulary and pre-literacy skills. Fifty-one dyads of parents and their pre-school aged children were randomly assigned to one of three treatment groups. Group one received full treatment including a workshop and feedback. Group two, designated as the control group, did not receive the feedback portion of the treatment; and group three, designated as a wait list control group, received neither the workshop nor performance feedback. All participating parents were administered a survey of parenting practices that lead to vocabulary and pre-literacy development. Treatment produced significant results for the vocabulary measure; however, the data did not yield a significant result for the cognitive measure. There appeared to be a significant difference between the treatment group and the wait list control group. This difference was not found when comparing the treatment group to the control group, or when comparing the control to the wait list control. Also, feedback was shown to have an effect on only one of the five parenting practices surveyed.

Share

COinS