The Impact of an Asynchronous Intervention on Parents' Use of Code-Based Shared Reading Strategies: A Preliminary Exploration.

Purpose: The primary purpose of the current study was to examine the feasibility and impact of providing asynchronous education on code-based shared reading strategies (i.e., "sound talk" and print referencing) to parents of young children. A second purpose of this study was to determine if there were major differences in parent learning when instruction was presented through video or audio-only methods. Method: Three mothers of children 3--4 years of age participated in the study. A single-case experimental design was used to examine behaviors before, during, and immediately after receiving the intervention through both video and audio-only formats. To increase ecological validity, data were collected through video recordings taken by participants in their homes. Results: All three participants demonstrated improvement in targeted skills. While conclusions regarding effectiveness of the intervention could not be made, the findings demonstrate the feasibility of using the asynchronous intervention and potential for a positive effect. Results also indicated no difference between the video or audioonly presentations for implementing "sound talk" or print referencing. Conclusions: Preliminary evidence suggests the intervention had a positive impact on parents' use of code-based shared reading strategies. Participants increased their use of "sound talk" and print referencing while participating in the intervention and demonstrated generalization of skills. More research is needed to understand the effect of this intervention on a larger sample and determine the effect of the intervention on children's learning.