Dialogic reading in the South African context: outcomes of a caregiver training video on caregiver reading behaviours
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Date
2020
Authors
Coetzee, Tarryn
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Abstract
Background:
A reduced culture of book-sharing exists in South Africa. Despite substantial
evidence in favour of the implementation of book-sharing interventions in low-middle-income countries (LMIC), few studies systematically examine the value of providing
caregiver training in such contexts and even fewer studies have been published in South
Africa. 47
Methods:
This research study employed a non-randomised comparison group, cross-over
repeated measures design as part of a mixed research design to determine the outcomes
of a caregiver training video on dialogic book-sharing behaviours of 40 caregiver-child
dyads in a peri-urban environment in South African. Two semi-structured interview
schedules were used to determine the existing book-sharing practices and possible
existing barriers to book sharing.
Results:
Results revealed a significant improvement in caregiver shared reading
behaviours in both the experimental and comparison group after viewing the caregiver
training video, both within and between groups. Consequent improvements were also
noted in children’s shared reading behaviours. The absence of a book-sharing culture,
misconceptions about book-sharing and limited resources are but a few themes that
emerged. 5
Conclusion:
The significant changes that were elicited in the shared reading behaviours of the
caregivers, coupled with the positive impact that was observed in the children’s shared reading behaviours, suggest that this caregiver training video provides a highly effective
intervention medium that is worth implementing in LMI countries such as South Africa
Description
A dissertation submitted to the Wits School of Human and Community Development,
Faculty of Humanities, University of the Witwatersrand, in fulfilment of the
requirements for the degree of Master in Speech-Language Pathology, 2020