Using Online Training Modules to Enhance Parents' Early Literacy Training Skills and Understanding
Bibliographic record
Abstract
Parental involvement is considered a crucial factor in developing children’s early literacy and reading skills, especially for children not yet in school. The present study aims to determine whether an online literacy module can increase early literacy knowledge in parents who may not have the training to promote their child’s learning. Additionally, the study examines parent perspectives of online video training and the practicality of the video’s content. To test the hypothesis that parent knowledge will increase after exposure to the online video, 29 Canadian parents (27 mothers, two fathers) with children aged 3 to 5 were provided with supervised training via an online module regarding shared book reading strategies. Parents completed a pre-test survey, followed by exposure to the reading module, then they were re-surveyed in one session. Parents also recorded a shared reading session with their child and completed a final post-practice survey. Overall, parents’ knowledge regarding dialogic reading constructs increased from pre- to post- viewing of the module (smallest t(28) = 10.23, p < .001). Parents demonstrated the ability to accurately engage in the strategies taught through the online video module when reading with their child. When parents rated the quality of the various design and content features of the online video module, their mean scores approached ceiling levels (means exceeding 4.0 on a 5-point scale). Although the sample size for the present study was small, information gathered from this study contributes to the existing literature regarding effective parental interventions and in particular, the study suggests that the accessible online shared-reading module may be sufficient to enhance some dialogic reading strategies. The discussion considers further considerations to more fully understand how to support parents in their role in supporting the early literacy skills of their children.\nKeywords: shared book reading, early literacy development, online parent supports
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".