Investigation of the effect of shared book reading intervention on communication-language development, SELF-regulation and EARLY literacy skills in preschool children with developmental disabilities

The sample of this study consists of children with developmental disabilities in the pre-school period between the ages of 3 to 6, who registered a private institution in Aydın. This study, which aims to measure the impact of shared book reading on children with developmental disabilities in early childhood. It is an experimental study consisting of pretest, implementation, and posttest stages. In the research, intervention will be offered to parents after showing them how they should implement shared book reading with their children. Children's general development, social-emotional development, self-regulation, communication-language development, home early literacy environments and parent-child reading activities were examined. The research was implemented with 7 parents (mothers) in 8-week sessions of support education program. For demographic information of the mother and the child, "Demographic Family Information Form" is filled by asking the questions to mothers, for the general development and social-emotional development of the child; ASQ and ASQ-SE was used. "4-6 years old Preschool Self-Regulation Scale (Mother Form)" was used to determine self-regulation skills, "Turkish Communication Behaviors Development Inventory" was used to determine communication/language skills. The "Home Literacy Scale" was used to evaluate the child's reading activities with the family, and the "Shared Book Reading Rating Scale" was used to evaluate the family about the techniques of the "Child-Parent Reading Activities" in Shared Book Reading Program. As a result of the research, it was found that the shared book intervention had a significant effect on the communication, language development and early literacy skills of preschool children with developmental disabilities. In addition, it was concluded that the support education given within the scope of the shared book reading intervention was beneficial for the parents' knowledge levels about child-parent shared reading.