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Foster carers’ experiences of a paired reading literacy intervention with looked-after children
Stockholm University, Faculty of Social Sciences, Department of Social Work.
2017 (English)In: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206, Vol. 22, no 1, 409-418 p.Article in journal (Refereed) Published
Abstract [en]

Previous studies have shown that paired reading, a structured literacy intervention, is a promising method for improving looked-after children's literacy skills. The aim of this study was to explore variations in foster carers' experiences of conducting the intervention. Interviews were carried out with 15 Swedish foster carers with varying experiences in programme compliance and of practicing the method. Findings suggest that the intervention process starts with getting carers involved, which seems to be dependent on a positive carer attitude. Integrating the reading training in the everyday life is another important aspect, which evolves around motivating the child and prioritizing the reading sessions. Furthermore, the results emphasize the need of having a flexible approach when delivering the intervention. The results suggest that it is possible to engage foster carers in literacy training for looked-after children and that paired reading can provide a model for competent reading and also result in improved child/carer relations. However, participants need support, and in some cases adjustments in the day-to-day delivery of the intervention are required.

Place, publisher, year, edition, pages
2017. Vol. 22, no 1, 409-418 p.
Keyword [en]
foster carers, intervention, literacy, looked-after children, paired reading
National Category
Social Work
Research subject
Social Work
Identifiers
URN: urn:nbn:se:su:diva-123623DOI: 10.1111/cfs.12258ISI: 000394902700040OAI: oai:DiVA.org:su-123623DiVA: diva2:875147
Available from: 2015-11-30 Created: 2015-11-30 Last updated: 2017-05-10Bibliographically approved

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  • apa
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Output format
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