The effects of literacy parent training via telecommunication on children's self-perception

Abstract

This study looks at the reading self-perception and the reading attitude of school-age children with reading disorders while they received reading feedback from a caregiver during a shared reading activity. The purpose of this research was to see if receiving reading support from caregivers could improve how children feel about themselves as readers as well as their attitude towards reading. A reading self-perception and reading attitude survey was developed that the children took during every baseline and intervention session. The caregivers were taught three reading strategies, and the caregivers and children read together for 20 minutes. The results showed that children’s reading self-perception and reading attitude did not change when they were receiving reading support from caregivers which suggests that reading intervention should incorporate self-perception to help these children with reading disorders feel better about themselves as readers.