This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.

中文翻译：

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青少年母亲在共同阅读中的语言使用：数量和质量的检验

本研究调查了紧急识字干预对 14 位青少年母亲（M = 19；9，SD = 1；3）及其幼儿（M = 2；1，SD）在共享阅读互动中使用的语言质量和数量的影响= 0;8)。母亲们参加了为期七周的紧急识字干预，重点是他们可以用来加强与孩子的共享阅读互动的一系列行为。使用前后单组（无对照组/比较组）研究设计来评估干预对语言使用的影响。结果表明，对所测量的语言质量和数量的大多数方面都有显着的干预效果。母亲和孩子的总字数、总话语数和不同字数均在统计上显着增加；母亲使用更罕见的复杂词；孩子们使用了更多不同类型的词类。母亲的谈话背景在描述和预测/解释方面也显示出显着增长。结果为设计以父母为中心的干预措施提供了考虑，以有效地针对高危人群儿童的识字和语言发展。