Abstract
Introduction
The study examines the impact of the early literacy parent education program for children with low vision (ELPEP-CLV) on parents’ ability to promote their children's early literacy skills at home. The program is designed to improve the literacy outcomes of children aged 57 to 65 months with low vision. It addresses key areas such as letter knowledge, phonological awareness, print awareness, vocabulary, oral language, and interactive book reading.
Methods
This study used a single-group pretest and posttest design to measure the effect of ELPEP-CLV. Nonparametric methods were also preferred for quantitative data analysis because participants were limited, and the data were not normally distributed. The Wilcoxon Signed Rank Test was used to compare the pre and posttest scores of the experimental group. The interobserver reliability was 92%, and the application reliability was 96%. Data collection tools included Early Literacy Test, Home Early Literacy Environment Questionnaire, Interactive Book Reading Behavior Checklist, and Social Validity Form.
Results
The results show that ELPEP-CLV significantly supports early literacy development and parental engagement, providing a structured framework for promoting academic and social success in children with low vision.
Discussion
The findings of this study highlight the crucial role of parent involvement in early literacy interventions for children with low vision. By equipping parents with practical strategies, ELPEP-CLV fosters foundational skills and supports academic success, aligning with prior research on the benefits of enriched home literacy environments.
Implications for Practitioners
The study highlights the critical role of early intervention and parental empowerment in creating a rich and supportive home learning environment. It provides a replicable framework for practitioners wishing to implement similar interventions and highlights the importance of tailoring strategies to address the unique challenges faced by children with low vision.