A systematic literature review and proposal examining the effectiveness of parent-mediated intervention in emergent literacy and its implications for socially disadvantaged Aboriginal preschool children
Developing secure literacy skills in early childhood has positive impacts on future outcomes and successes in a child’s life (Wilson et al. 2016; City of Edinburgh Literacy Strategy 2012). Children from areas of socio-economic disadvantage (SD), particularly those belonging to ethnic minority groups, are at an increased risk of falling behind in literacy development and of acquiring speech, language, and communication impairments or delays (Wilson et al. 2016). Parents and carers are the first people in children’s lives who can aid in fostering these language and literacy skills (Sloat et al. 2014; Sheridan et al. 2011). However, multiple factors in SD ethnic minority families may hinder a parent’s ability to provide the support that their child needs to succeed in literacy development (Caesar and Nelson 2014). Structured parent-mediated intervention programmes that take these factors into account may reduce the risk of speech, language, and communication needs and future literacy difficulties. This systematic literature review and proposed study aims to evaluate the impacts of parent-mediated intervention programmes on SD ethnic minority preschool children’s outcomes in literacy and how these findings may benefit these at-risk populations. In Canada, over 50% of Aboriginal peoples live below the poverty line, with 70% of the Aboriginal population under the age of 5 at risk of poor literacy development (Gualti 2013). There is a notable lack of research on Canadian Aboriginal populations, which are at high risk of speech, language and communication impairments and poor literacy skills (Ball 2008a). This proposed study will investigate the effects of a modified parent-mediated literacy intervention on preschool-aged Aboriginal children in Canada, using the Moe the Mouse® programme as the platform of delivery.