Parent-Child Joint Book Reading

1998 ◽  
Vol 7 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Joan N. Kaderavek ◽  
Elizabeth Sulzby
Keyword(s):  
Early Literacy ◽  
Emergent Literacy ◽  
Language Impairment ◽  
Background Information ◽  
Book Reading ◽  
Storybook Reading ◽  
Joint Book Reading ◽  
Early Literacy Development ◽  
Elementary Years ◽  
Parent Child

Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.

Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading

2019 ◽  
Vol 41 (1) ◽  
pp. 12-21
Author(s):  
Lauri H. Nelson ◽  
Shannon M. Stoddard ◽  
Sydney L. Fryer ◽  
Karen Muñoz
Keyword(s):  
Early Literacy ◽  
Reading Strategies ◽  
Training Session ◽  
Preschool Age ◽  
Book Reading ◽  
Storybook Reading ◽  
Retention Data ◽  
Effective Reading Strategies ◽  
Child Engagement ◽  
Parent Child

Children who are deaf or hard of hearing (DHH) are at risk for language and literacy delays, and parent–child book reading can contribute to developing early literacy foundations. Although many parents read with their children, some parents may be unsure how to utilize effective reading strategies to maximize literacy growth. This multiple case pilot study involved four mothers of preschool-age children with hearing loss who used listening and spoken language (LSL) as their mode of communication. After a short training session on strategies to promote child engagement and increased child interaction during storybook reading, results showed parents increased their use of engaging questions, along with a statistically significant increase in each child’s expressive contribution to the reading activity. Retention data indicated sustained parent reading behaviors that promoted child engagement. Providing parents with supported training may help parents implement effective reading strategies to promote literacy growth in young children who are DHH.

A longitudinal study of maternal interaction strategies during joint book-reading in Taiwan

2019 ◽  
Vol 47 (2) ◽  
pp. 401-417
Author(s):  
Chien-Ju CHANG ◽  
Ya-Hui LUO
Keyword(s):  
Longitudinal Study ◽  
Early Literacy ◽  
Literacy Skills ◽  
Book Reading ◽  
Language And Literacy ◽  
Language Performance ◽  
Joint Book Reading ◽  
Early Literacy Development ◽  
Text Reading ◽  
Maternal Interaction

AbstractThis longitudinal study examines change in maternal interaction strategies in Taiwanese mothers across time, and the synchronic and diachronic relationships between maternal interaction strategies and children's language and early literacy skills. Forty-two mother–child dyads participated in this study. Their interactions during joint book-reading were tape-recorded, transcribed, and analyzed when the children were fourteen, twenty-six, and thirty-six months of age. The children received a battery of language and early literacy tests when they were thirty-six months old. Findings showed that Taiwanese mothers adjusted their use of interaction strategies as their children grew. Maternal use of description, performance, prediction inference, and print-related talk were positively correlated with their children's language and literacy skills. Significant negative correlations were found between use of task-behavioral regulation strategy and text reading in mothers and their children's language performance. This study suggests that age-appropriate interaction strategies are important for children's language and early literacy development.

African American Parents' Perceptions of Early Literacy Strategies

2022 ◽  
pp. 258-279
Author(s):  
Zanthia Yvette Smith
Keyword(s):  
African American ◽  
Early Literacy ◽  
American Sign Language ◽  
Emergent Literacy ◽  
Book Reading ◽  
Parental Perception ◽  
African American Culture ◽  
Literacy Strategies ◽  
Literacy Process ◽  
Field Notes

Few research-based family studies have focused specifically on the perceptions of African American hearing parents' use of home literacy strategies. This study was conducted with a small group of African American families, taking into account family's individual literacy needs (African American hearing families with deaf/hard of hearing [DHH] children), African-American culture and language, emergent literacy research, American Sign Language (ASL), and parent-child book reading strategies. The purpose of this study was to document parental perception of the literacy process, while establishing opportunities for parents to practice under the guidance of mentors and within the home environment. Recordings documented parental progress and their comments about the reading process. Field notes were generated from the mentors' discussions with parents. This exploratory case study identified changes in parental perception of communication and literacy development during a nine-week intervention and records their reactions to those support strategies.

Embedded-Explicit Emergent Literacy Intervention I

2004 ◽  
Vol 35 (3) ◽  
pp. 201-211 ◽  
Author(s):  
Laura M. Justice ◽  
Joan N. Kaderavek
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Background Information ◽  
General Description ◽  
Intervention Model ◽  
Literacy Experiences ◽  
Speech Language Pathologist

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.

Development of an Instrument for Measuring Parental Beliefs about Reading Aloud to Young Children

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1303-1311 ◽  
Author(s):  
Barbara D. DeBaryshe ◽  
Janeen C. Binder
Keyword(s):  
Young Children ◽  
Emergent Literacy ◽  
Parental Education ◽  
Reading Aloud ◽  
Self Report ◽  
Book Reading ◽  
Joint Book Reading ◽  
Partial Correlations ◽  
Test Retest Reliability ◽  
Reading Activities

This study assessed the psychometric properties of an instrument designed to measure parents' beliefs about the goals and process of reading aloud to young children. 155 parents of children ages 2 to 5 years completed the Parent Reading Belief Inventory. The inventory's items formed a single factor with high scores reflecting beliefs consistent with current theories of language acquisition and emergent literacy. The inventory had acceptable internal consistency (coefficients alpha for the scales ranged from .50 to .85) and short-term test-retest reliability of .79. When parental education and income were controlled, inventory scores remained significantly correlated .36 with self-report measures of parents' own book-reading habits, .40 with children's interest in books, and .30 with children's exposure to joint book-reading activities. Scores also showed significant partial correlations with the observed frequency of parental questions (.65) and responsiveness to children's speech (.41) during book-reading sessions.

Early literacy research, 2006–2015: A decade of measured progress

2018 ◽  
Vol 20 (2) ◽  
pp. 169-222 ◽  
Author(s):  
William H Teale ◽  
Colleen E Whittingham ◽  
Emily Brown Hoffman
Keyword(s):  
Early Literacy ◽  
Emergent Literacy ◽  
Reading Fluency ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Learning ◽  
Learning And Teaching ◽  
Early Literacy Development ◽  
Grade 3 ◽  
Literacy Research

This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.

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