Exploratory Qualitative Analysis of Early Literacy Engagement in Latinx Parents of a Child With a Cleft.
Journal
The Journal of craniofacial surgery
ISSN: 1536-3732
Titre abrégé: J Craniofac Surg
Pays: United States
ID NLM: 9010410
Informations de publication
Date de publication:
Historique:
entrez:
28
7
2021
pubmed:
29
7
2021
medline:
31
7
2021
Statut:
ppublish
Résumé
Literacy interventions are needed for children born with orofacial clefts, particularly for Latinx children who may experience multiple risk factors. To collect formative data for intervention design, focus groups and interviews were completed with 18 Latinx parents of children ages 13 to 49 months with orofacial clefts. Interviews focused on literacy experiences and practices. Six themes were identified through inductive qualitative analysis: child reading skills were highly valued; parents were motivated to improve on their childhood reading experiences; bilingualism was a goal for all parents; parents noted challenges in building child reading skills; reading engagement was broadly defined; and impact of cleft diagnosis was wide-reaching. Implications for intervention include a bilingual strength-based approach incorporating cleft-specific speech concerns, play, parallel online programming, behavioral strategies, and social support options. Use of telephone and online intervention with mailed materials can also help address family resource and time limitations.
Identifiants
pubmed: 34319683
doi: 10.1097/SCS.0000000000007550
pii: 00001665-202108000-00043
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1817-1821Informations de copyright
Copyright © 2021 by Mutaz B. Habal, MD.
Déclaration de conflit d'intérêts
A portion of the data in this paper was accepted to the 77th Annual American Cleft Palate-Craniofacial Association Conference, Portland, OR, March 2020 that was canceled due to COVID-19. We have no other disclosures or conflicts of interest to declare. The authors report no conflicts of interest.
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