Mothers' Attention-getting Utterances During Shared Book Reading: Links to Low-income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy

2015 ◽  
Vol 25 (4) ◽  
pp. 259-282 ◽  
Author(s):  
Seung-Hee Claire Son ◽  
Maria F. Tineo
Keyword(s):  
Visual Attention ◽  
Early Literacy ◽  
Low Income ◽  
Book Reading ◽  
Shared Book Reading

scholarly journals Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

2019 ◽  
Vol 39 (1) ◽  
pp. 45-55
Author(s):  
Nicole M. Hendrix ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Head Start ◽  
Low Income ◽  
Functional Relation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Math Talk ◽  
Baseline Design ◽  
Multiple Indicators ◽  
Low Income Families ◽  
Parent Child

Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1384-1399 ◽  
Author(s):  
Rachelle Wicks ◽  
Jessica Paynter ◽  
Marleen F Westerveld
Keyword(s):  
Visual Attention ◽  
Emergent Literacy ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Book Reading ◽  
Shared Book Reading ◽  
Future Research ◽  
Parent Behaviors ◽  
Emergent Literacy Skills

Visual attention and active engagement during shared book reading are important for facilitating emergent literacy learning during the preschool years. Children on the autism spectrum often show difficulties in language and literacy development, yet research investigating potential indicators of shared book reading engagement, including visual attention and verbal engagement, for this group of preschoolers is currently limited. To better understand the relationship between children’s visual attention and verbal engagement during shared book reading, parent shared book reading behaviors, and children’s emergent literacy skills (e.g. receptive vocabulary and letter-name knowledge), we observed 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. Videos of the shared book reading interactions were transcribed and coded for child and parent behaviors using observational coding schemes. Strong significant associations were found between children’s visual attention, verbal engagement, and parents’ use of questions and/or prompts during the shared book reading interaction. Contrary to expectations, children’s visual attention was not related to their emergent literacy skills. Overall, our findings emphasize the interplay between parent behaviors and how preschoolers on the spectrum engage in this important literacy-related context and provide directions for future research. Lay abstract Children who have an autism diagnosis often have trouble learning to talk and read. These difficulties become noticeable before children start school and may be linked to lower attention and engagement in literacy-related activities such as sharing storybooks with their parents. To date, few researchers have looked at possible ways to measure how children on the autism spectrum engage during shared storybook reading, for example, where children look or how much they talk, and how this may be related to their letter-name knowledge and their vocabulary knowledge. In this study, we analyzed videos of 40 preschoolers on the spectrum and their parents sharing an unfamiliar storybook. We wanted to see whether where children looked (i.e. toward the storybook, their parent, or elsewhere) and how much they talked were related to what their parents did (e.g. ask questions or provide prompts) and/or children’s letter-name knowledge and vocabulary. The videos were coded for different child and parent behaviors. We found that where children looked and how much they talked were strongly related to each other and what parents did during the shared book reading interaction, particularly asking questions and using prompts. In contrast to what we expected, where children looked was not related to children’s letter or vocabulary knowledge. Overall, results of the study draw attention to the connection between what parents do and what preschoolers on the spectrum do when sharing storybooks and provide directions for future research.

scholarly journals Inferencing questions embedded in a children’s book help children make more inferences

2019 ◽  
Vol 40 (2) ◽  
pp. 172-191
Author(s):  
Björn B. de Koning ◽  
Stephanie I. Wassenburg ◽  
Lesya Y. Ganushchak ◽  
Eke Krijnen ◽  
Roel van Steensel
Keyword(s):  
Early Literacy ◽  
Reading Interventions ◽  
Shared Reading ◽  
Literacy Programs ◽  
Book Reading ◽  
Shared Book Reading ◽  
Story Comprehension ◽  
Implicit Information ◽  
Children's Book ◽  
Parents And Children

The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted inferencing questions in a story that children (4.3–6.6 years) and parents ( N = 32 parent–child dyads) read together increases the number of inferences during shared reading and supports children’s story comprehension. Results showed that during shared book reading parents and children made more inferences when the book contained scripted inferencing questions. However, there were no associated benefits regarding story comprehension: having read with scripted inferencing questions resulted in comparable story comprehension as reading without scripted inferencing questions. In addition, after reading with scripted inferencing questions more inferences were made during shared reading of a second book without scripted inferencing questions.

Examining Caregiver Knowledge of Shared Book Reading Practices for Infants and Toddlers Who Are Deaf or Hard of Hearing: A Pilot Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1199-1211
Author(s):  
Kelly Farquharson ◽  
Carolyn Babeu
Keyword(s):  
Pilot Study ◽  
Early Literacy ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Book Reading ◽  
Shared Book Reading ◽  
Reading Practices ◽  
Infants And Toddlers ◽  
Confidence Levels ◽  
Book Reading Practices

Purpose Parents of children who are deaf or hard of hearing (DHH) often report difficulty engaging their children in successful reading experiences. Shared book reading (SBR) is associated with many aspects of language growth for children who are deaf and hard of hearing. The primary purpose of this pilot study was to investigate the effectiveness of a 4-week training program in improving caregiver knowledge of emergent literacy features and SBR practices for deaf and hard-of-hearing children. Method Three caregivers with infants or toddlers who were DHH attended a 4-week SBR training. Each week focused on a specific language or literacy construct taught within the context of a picture storybook. Pre- and posttest questionnaires were used to assess caregivers' knowledge of SBR and early literacy. An additional follow-up questionnaire was completed to rate self-perceived changes in confidence levels and overall satisfaction with the training. Results All caregivers made gains in knowledge of shared-book reading practices. Caregivers reported increased confidence in their ability to implement SBR practices at home with their child who was DHH. Caregivers also shared important insight regarding ways in which this pilot program can be improved for the future. Conclusions This study contributes to the field by determining that knowledge gains and increased confidence can result from a brief caregiver training, as well as providing suggestive feedback for future trainings of this nature. Our supplemental materials include the PowerPoint files that were used for this training. Early identification of young children who are DHH and the provision of appropriate amplification or hearing technology, such as hearing aids or cochlear implants, has given children greater access to oral language. Early provision of services may provide families the support they need to become actively involved in promoting their child's linguistic development ( Moeller, 2000 ). Family involvement, in the form of parent–child reading, has led to gains within receptive and expressive vocabulary, narrative skills, and later reading comprehension for children who are deaf or hard of hearing (DHH; Ezell et al., 2000 ; Hargrave & Sénéchal, 2000 ; Zevenbergen & Whitehurst, 2003 ). The purpose of this pilot study was to examine the extent to which a 4-week SBR training influences caregiver knowledge of important early literacy concepts and results in increased confidence levels in caregivers of infants and toddlers who are DHH. Supplemental Material https://doi.org/10.23641/asha.12948830

Early Home Literacy Practices of the Prairie Band Potawatomi Nation

2017 ◽  
Vol 2 (1) ◽  
pp. 179-193
Author(s):  
Kelley Nelson-Strouts ◽  
William Gillispie
Keyword(s):  
Native American ◽  
Early Literacy ◽  
Literacy Practices ◽  
Book Reading ◽  
Shared Book Reading ◽  
Future Research ◽  
Literacy Experiences ◽  
Oral Storytelling ◽  
Primary Caretakers ◽  
Early Childhood Center

The purpose of the present study is to investigate early literacy experiences for a single tribe of Native American (NA) students, the Prairie Band Potawatomi Nation (PBPN). A survey was developed and distributed to primary caretakers of children that attend PBPN's early childhood center inquiring about the frequency they engage in certain early literacy practices and the cultural relevance of those practices. As mainstream early literacy often involves dialogic shared book reading and NA culture historically supports oral storytelling, questions about the significance of these practices were especially emphasized. Results suggest not only did most respondents report participating in both practices frequently with their children but also supported that characteristics of mainstream book reading were viewed as culturally appropriate. Clinical implications and directions for future research are discussed.

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