Activities and strategies for parents with less education to promote the oral language development of their children: a review of empirical interventions

    Publication of Urban Talent

    M.S. Pluijm,van der, A.J.S. Gelderen,van, J.W.M. Kessels | Article | Publication date: 30 June 2019
    For the present review, we analyzed 28 studies researching the effects of interventions for parents with less education on the oral language development of their young children (ages 3–8). Two groups of interventions were distinguished: shared reading and other home activities. Within each group, we distinguished three categories of strategies: (1) oral language, (2) responsive communication, and (3) print and code awareness. In addition, we analyzed which modes of delivery for these activities and strategies were effective. Talk and play activities that use oral language activities and responsive communication strategies seem to be the most effective for parents with less education, especially when they are adapted to activities that occur in the families’ daily lives and do not require the use of print. Activities that include the use of books and emphasize print and code awareness strategies seem less effective for parents with less education. Training parents during activities that include child involvement appears to be an effective mode of delivery. Recommendations for future research are presented to increase our knowledge of effective interventions to support the engagement of parents with less education in their young children’s language development.

    Author(s) - affiliated with Rotterdam University of Applied Sciences

    For this publication