A look at parental attention commands during shared book reading and Head Start children's language and literacy outcomes

2010 ◽  
Author(s):  
Maria Tineo ◽  
Seung-Hee Son ◽  
Matthew Poes
Keyword(s):  
Head Start ◽  
Book Reading ◽  
Shared Book Reading ◽  
Language And Literacy ◽  
Literacy Outcomes

Immediate effect of dialogic reading on interactive quality of book sharing among Chinese preschool mother–child dyads

2021 ◽  
Vol 5 (3) ◽  
pp. 173-184
Author(s):  
Jing Zhao ◽  
Huilin Luo ◽  
Yongyan Zhou ◽  
Lixing Zhong ◽  
Jialin Lai
Keyword(s):  
Intervention Group ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Dialogic Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Control Group ◽  
Language And Literacy ◽  
Book Sharing ◽  
Reading Session

Shared book reading is often used as an educational tool to promote the development of children’s early language and literacy skills. This study aimed to describe and compare the linguistic features of parent–child interactions during two shared book-reading sessions among 45 children (aged 4–6 years old) and their mothers. The dyads were divided into 2 groups: the intervention group ( n = 25), and the control group ( n = 20). In the first reading session, mothers read with their children the way they were most comfortable with and as they would usually do at home. Before the second reading session, we provided a 30-minute intervention on strategies of dialogic reading to the intervention group. Both readings were video-recorded. Mothers completed home literacy environment questionnaires. The results showed that even for mothers who were initially very skillful at reading with their children, this immediate intervention promoted a number of aspects of interactivity between mothers and their children, namely, the number of utterances, completion, open-ended, closed and labeling questions, and type token ratio by mothers, the number of utterances and initiated talk by children, and extra-textual talk and total number of turns by both mother and child. Mothers who received the intervention demonstrated more flexibility and more discursive styles, even though the intervention was short, and the time for them to practice was minimal.

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.

Young Children With ASD: Parent Strategies for Interaction During Adapted Book Reading Activity

2016 ◽  
Vol 38 (3) ◽  
pp. 171-180 ◽  
Author(s):  
Leigh Ann Tipton ◽  
Jan B. Blacher ◽  
Abbey S. Eisenhower
Keyword(s):  
Young Children ◽  
Cognitive Skills ◽  
Factor Model ◽  
Autism Spectrum ◽  
Book Reading ◽  
Shared Book Reading ◽  
Coding System ◽  
Language And Literacy ◽  
Children With Asd ◽  
Reading Activity

The purpose of this study was to identify how parents’ use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4–7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents’ use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions.

Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes

2008 ◽  
Vol 23 (3) ◽  
pp. 330-350 ◽  
Author(s):  
Annemarie H. Hindman ◽  
Carol M. Connor ◽  
Abigail M. Jewkes ◽  
Frederick J. Morrison
Keyword(s):  
Book Reading ◽  
Shared Book Reading ◽  
Multiple Factors ◽  
Literacy Outcomes ◽  
Preschool Literacy
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