Original Research/StudyDeveloping a Community-Based Oral Language Preventive Intervention Exploring Feasibility and Social Validity for Families Affected by the Canterbury EarthquakesSchaughency, Elizabeth PhD; Riordan, Jessica PgDipSci; Reese, Elaine PhD; Derby, Melissa PhD; Gillon, Gail PhDAuthor Information Department of Psychology, University of Otago, Dunedin, New Zealand (Drs Schaughency and Reese and Ms Riordan), and College of Education Health and Human Development, (Dr Derby) and Child Well-Being Institute (Dr Gillon), University of Canterbury, Christchurch, New Zealand. Dr Derby is now on the faculty in the School of Education at the University of Waikato. Correspondence: Elizabeth Schaughency, PhD, Department of Psychology, University of Otago, Box 56, Dunedin 09016, Otago, New Zealand (firstname.lastname@example.org). Portions of this work were included in a presentation at the National Science Challenge—E Tipu e Rea Literacy and Learning Symposium (Schaughency, Reese, Riordan, Derby, Wilson, & Gillon, 2017). The authors declared that involvement in this work was conducted as part of the National Science Challenge: A Better Start, funded by the Ministry of Business, Innovation and Employment (MBIE) (Grant No. 15-02688). The authors acknowledge the gracious guidance provided by James Graham on materials preparation and organizational support by Amy Scott and Leeanne Wilson. The authors thank all the parents/whānau and members of the early childhood community who contributed to this work. Elizabeth Schaughency, Elaine Reese, and Gail Gillon also declared their roles as faculty at their respective institutions. No conflicts of interest were declared. Infants & Young Children: July/September 2020 - Volume 33 - Issue 3 - p 195-218 doi: 10.1097/IYC.0000000000000171 Buy Metrics Abstract Natural disasters are disruptive to families and communities, particularly when cascading effects continue over time. Such events, and ensuing disruptions to family life, present risks to young children's development, including oral language. Recognition of this potential vulnerability has led to calls for early childhood programming to support parenting and foster children's early learning. Therefore, we developed and trialed a research-informed home literacy preventive intervention for preschool-aged children living in communities adversely affected by devastating earthquakes. In this feasibility case study, 2 community workshops were offered. Both encouraged repeated, interactive shared reading and verbal interactions between parents and their 4- to 5-year-old children. Workshop 1 focused on scaffolding children's comprehension-related language skills through extratextual dialogue and reminiscing about shared experiences related to stories; Workshop 2 focused on promoting children's phonological awareness through playful interactions during reading and wordplay activities outside of reading. Before participation, parent-reported shared reading frequency for this sample (n = 44) was low (mode for shared reading was 1 or 2 days per week). Parent-report data collected after each workshop supported social validity and suggested workshop-specific benefits with medium to large effect sizes. Findings from this process evaluation support proof of concept for efforts to engage families in communities affected by ongoing stressors to support resilience in everyday interactions and promote children's early learning. © 2020 Wolters Kluwer Health, Inc. All rights reserved.