Supplemental Material for “Tap Space Number Three”: Promoting Math Talk During Parent-Child Tablet Play

2019 ◽  
Keyword(s):  
Math Talk ◽  
Parent Child

Fostering Parent–Child Math Talk with the 4Cs

2020 ◽  
Vol 113 (10) ◽  
pp. 791-799
Author(s):  
Anastasia L. Betts ◽  
Ji-Won Son
Keyword(s):  
Mathematics Achievement ◽  
High Quality ◽  
Math Talk ◽  
Parents And Children ◽  
Parent Child

Research shows that frequent, high-quality mathematics talk that is shared between parents and children can increase mathematics achievement. This article describes ways in which teachers can support parents in increasing the frequency and quality of parent–child mathematics interactions, leading to better outcomes for students.

“Tap space number three”: Promoting math talk during parent-child tablet play.

2019 ◽  
Vol 55 (8) ◽  
pp. 1605-1614 ◽  
Author(s):  
Erica L. Zippert ◽  
Emily N. Daubert ◽  
Nicole R. Scalise ◽  
Gabriella D. Noreen ◽  
Geetha B. Ramani
Keyword(s):  
Math Talk ◽  
Parent Child

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.

Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities

2018 ◽  
Vol 91 (2) ◽  
pp. 546-562 ◽  
Author(s):  
Sarah H. Eason ◽  
Geetha B. Ramani
Keyword(s):  
Formal Learning ◽  
Math Talk ◽  
Guided Play ◽  
Parent Child

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Who Controls Parent—Child Interaction?

1981 ◽  
Vol 26 (10) ◽  
pp. 744-745
Author(s):  
David C. Rowe
Keyword(s):  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child
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