Calendars

Note: Meeting ID: 851 1045 6152 Passcode: 459591

Note: Meeting ID: 226 541 034 348 22 Dial in by phone +1 901-671-1668,,522851671#

Note: The efficacy of a parent-implemented phonemic awareness intervention, Asynchronous Parent Prompting (APP), on preschool children’s development of initial phoneme identification (IPI) was examined. The study is unique as all instruction was delivered to parents asynchronously. Three parent-child dyads participated in the study. A non-concurrent multiple baseline across participants single-case experimental design was used. Parents received asynchronous instructional videos, which modeled a four-step IPI strategy used during shared reading. Data collection occurred over Zoom across baseline, intervention, and maintenance phases. Children’s IPI accuracy for targeted and un-targeted phonemes was assessed using 10-item probes following each shared reading session. Parent implementation fidelity was scored using a researcher-developed five-point rubric. Visual analysis and Tau effect sizes were used to evaluate outcomes. All three children demonstrated immediate and meaningful gains in targeted IPI following introduction of the APP intervention, with large to very large Tau effect sizes. Generalization to un-targeted phonemes was observed consistently in only one of three children. All three parents demonstrated immediate increases in strategy use upon receiving the asynchronous instruction that was consistently high across intervention and maintenance phases. Social validity data indicated that parents generally found the intervention feasible and would recommend it to others. The study provides evidence that asynchronous, technology-mediated parent coaching is a feasible and effective method for supporting phonemic awareness instruction in the home. Parents were able to implement explicit IPI modeling with high fidelity using video instruction alone, and all three children demonstrated gains in the targeted skill. These findings support the integration of parent-implemented phonemic awareness strategies into shared reading as a scalable approach to early literacy intervention, particularly for families facing barriers to in-person services.