{"id":{"repo_id":"ttu","oai_identifier":"oai:ttu-ir.tdl.org:2346/100208"},"canonical_url":"https://search.dev.ndltd.org/etd/ttu/oai:ttu-ir.tdl.org:2346/100208","repository":{"repo_id":"ttu","name":"Texas Technology University","base_url":"https://ttu-ir.tdl.org/server/oai/request"},"display":{"title":"Evaluation of Wee Read Club+, an Early Speech and Language Intervention for Toddlers and Their Caregivers","abstract":"Language delays in early childhood are prominent and are likely to negatively impact the child in a variety of areas including their future learning, relationships, and overall emotional development. Caregivers are known to be an integral component of children’s early language development, and research has shown that incorporating parents into language intervention results in positive outcomes. The current study aimed to investigate changes in the speech-language skills of children and the quality of parent-child interactions before and after completion of the Wee Read Club+ intervention. An additional aim was to analyze changes observed in participant’s behavior throughout participation in the intervention. While results indicated this 11-week intervention did not produce significant effects on the speech language skills of child participants, three of the four parent-child interaction outcomes demonstrated significant score changes post-intervention. Analysis of behavioral data indicated engagement and child initiation was higher for the song and activity portions than for the book portion of the intervention. Overall, the study showed more positive effects in parent outcomes than child outcomes, reflecting the parent-implemented nature of the intervention.","abstract_html":"Language delays in early childhood are prominent and are likely to negatively impact the child in a variety of areas including their future learning, relationships, and overall emotional development. Caregivers are known to be an integral component of children’s early language development, and research has shown that incorporating parents into language intervention results in positive outcomes. The current study aimed to investigate changes in the speech-language skills of children and the quality of parent-child interactions before and after completion of the Wee Read Club+ intervention. An additional aim was to analyze changes observed in participant’s behavior throughout participation in the intervention. While results indicated this 11-week intervention did not produce significant effects on the speech language skills of child participants, three of the four parent-child interaction outcomes demonstrated significant score changes post-intervention. Analysis of behavioral data indicated engagement and child initiation was higher for the song and activity portions than for the book portion of the intervention. Overall, the study showed more positive effects in parent outcomes than child outcomes, reflecting the parent-implemented nature of the intervention.","abstract_has_math":false,"creators":["Wargo, Lindsay Nichole"],"institution":"Texas Tech University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Hamrick, Jennifer","Stevens, Tara"],"committee_members":["Lee, Jaehoon","Siwatu, Kamau"],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T05:04:49Z","subjects":["naturalistic language intervention","early childhood language intervention"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2346/100208","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Hamrick, Jennifer","Stevens, Tara"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Lee, Jaehoon","Siwatu, Kamau"]},{"key":"dc:creator","label":"Author","values":["Wargo, Lindsay Nichole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-10-18T16:38:52Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-10-18T16:38:52Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-08"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Tech University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["naturalistic language intervention","early childhood language intervention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2346/100208"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Language delays in early childhood are prominent and are likely to negatively impact the child in a variety of areas including their future learning, relationships, and overall emotional development. Caregivers are known to be an integral component of children’s early language development, and research has shown that incorporating parents into language intervention results in positive outcomes. The current study aimed to investigate changes in the speech-language skills of children and the quality of parent-child interactions before and after completion of the Wee Read Club+ intervention. An additional aim was to analyze changes observed in participant’s behavior throughout participation in the intervention. While results indicated this 11-week intervention did not produce significant effects on the speech language skills of child participants, three of the four parent-child interaction outcomes demonstrated significant score changes post-intervention. Analysis of behavioral data indicated engagement and child initiation was higher for the song and activity portions than for the book portion of the intervention. Overall, the study showed more positive effects in parent outcomes than child outcomes, reflecting the parent-implemented nature of the intervention."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Evaluation of Wee Read Club+, an Early Speech and Language Intervention for Toddlers and Their Caregivers"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Hamrick, Jennifer","Stevens, Tara"],"dc:contributor.committeemember":["Lee, Jaehoon","Siwatu, Kamau"],"dc:creator":["Wargo, Lindsay Nichole"],"dc:date.accessioned":["2024-10-18T16:38:52Z"],"dc:date.available":["2024-10-18T16:38:52Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["Language delays in early childhood are prominent and are likely to negatively impact the child in a variety of areas including their future learning, relationships, and overall emotional development. Caregivers are known to be an integral component of children’s early language development, and research has shown that incorporating parents into language intervention results in positive outcomes. The current study aimed to investigate changes in the speech-language skills of children and the quality of parent-child interactions before and after completion of the Wee Read Club+ intervention. An additional aim was to analyze changes observed in participant’s behavior throughout participation in the intervention. While results indicated this 11-week intervention did not produce significant effects on the speech language skills of child participants, three of the four parent-child interaction outcomes demonstrated significant score changes post-intervention. Analysis of behavioral data indicated engagement and child initiation was higher for the song and activity portions than for the book portion of the intervention. Overall, the study showed more positive effects in parent outcomes than child outcomes, reflecting the parent-implemented nature of the intervention."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2346/100208"],"dc:language.iso":["eng"],"dc:subject":["naturalistic language intervention","early childhood language intervention"],"dc:title":["Evaluation of Wee Read Club+, an Early Speech and Language Intervention for Toddlers and Their Caregivers"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Tech University"]},"updated_at":"2026-07-24T05:04:49Z"}