Elterliches schulbezogenes Unterstützungshandeln

Schulbezogene Motivierungspraktiken von Eltern ◽

2021 ◽

pp. 25-65

Author(s):

Erich Steiner

Keyword(s):

ZusammenfassungIm vorliegenden Kapitel geht es darum, den Untersuchungsgegenstand des «elterlichen verbalen Motivierens» als Teilbereich des elterlichen schulbezogenen Unterstützungshandelns begrifflich fassbar zu machen. Dazu ist es zunächst notwendig, die übergeordnete Kategorie genauer zu betrachten und zu erörtern, was in der vorliegenden Studie im Kontext erwartungswert-theoretischer Konzeptionen unter «Handeln» verstanden wird. Nach der Klärung des Begriffs der elterlichen schulbezogenen Unterstützung werden empirische Befunde, die vor allem im Kontext der angelsächsischen parental-involvement-Forschung erarbeitet wurden, zusammengefasst, und herausgearbeitet, warum es sich als wichtig erwiesen hat, elterliches schulbezogenes Handeln vor allem hinsichtlich motivationaler Orientierungen des Kindes in den Blick zu nehmen. Merkmale dieses Handelns, die sich als in der neueren Forschung als produktiv erwiesen haben, werden skizziert und abschließend bezüglich ihrer Bedeutung für die vorliegende Studie eingeschätzt.

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Parental Involvement in Language Development: The PAL Program

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0402.82 ◽

1973 ◽

Vol 4 (2) ◽

pp. 82-85

Author(s):

Cathy Bush ◽

Mary Bonachea

Keyword(s):

Language Development ◽

Parental Involvement

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Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-s-19-0047 ◽

2019 ◽

Vol 62 (11) ◽

pp. 4001-4014

Author(s):

Melanie Weirich ◽

Adrian Simpson

Keyword(s):

Parental Involvement ◽

Gender Identity ◽

Spontaneous Speech ◽

First Year ◽

Space Size ◽

Vowel Space ◽

Potential Impact ◽

Phonetic Features ◽

And Gender ◽

Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00071 ◽

2020 ◽

Vol 29 (4) ◽

pp. 1987-1996

Author(s):

Sherine R. Tambyraja

Keyword(s):

Parental Involvement ◽

Online Survey ◽

Speech Therapy ◽

Speech Sound ◽

Speech Sound Disorders ◽

Speech Sound Disorder ◽

Speech Language Pathologists ◽

School Based ◽

Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

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