Facilitating First Language Development in Young Korean Children Through Parent Training in Picture Book Interactions

Abstract

This study examined the effectiveness of parent training in the use of language facilitation techniques around picture book interactions with Korean mothers and children. Twenty-one children, ages 2 to 4 years and 4 months, and their mothers participated. The children were reported to be developing typically. The parents’ first language was Korean and was spoken in the home. Dyads were randomly assigned to a treatment or control condition. The treatment group received approximately one hour of instruction in specific language facilitation techniques around picture book interactions. The control group received approximately one hour of instruction in general emergent literacy development and the importance of first language acquisition. Results from pre-test and post-test language samples indicated significant between-group differences in parents’ use of methods and in children’s language production, both favoring the treatment group.

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