scholarly journals Enhancing Parent-Child Book Reading in a Disadvantaged Community

2006 ◽  
Vol 31 (1) ◽  
pp. 20-25 ◽  
Author(s):  
Gordon Elias ◽  
Ian Hay ◽  
Ross Homel ◽  
Kate Freiberg
Keyword(s):  
Emergent Literacy ◽  
Low Socioeconomic Status ◽  
First Language ◽  
Reading Program ◽  
Dialogic Reading ◽  
Book Reading ◽  
Disadvantaged Community ◽  
Low Socioeconomic ◽  
Children's Literacy ◽  
Parent Child

A parent–child dialogic reading program was implemented across four preschools, involving 62 caregivers/parents in a low socioeconomic status, disadvantaged community where English was not the first language in 54 per cent of the homes. This socioculturally sensitive program aimed to enhance children's language and emergent literacy development, and increase parental involvement in their preschoolers' education. Over the six months of the program, the amount of parent–child reading more than doubled, from an average of 38 minutes of parent-child reading per week, to 89 minutes of parent–child reading per week. Year One teachers in the following year reported positively on the children's literacy readiness, compared to that of previous intakes. The program is described in the paper.

The Effects of Bilingual Reading Program on Chinese Children from Low Socioeconomic Status Families

2021 ◽  
pp. 1-15
Author(s):  
Kevin Kien Hoa Chung ◽  
Xiaomin Li ◽  
Cheuk Yi Lam ◽  
Chun Bun Lam ◽  
Wing Kai Fung ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Reading Program ◽  
Chinese Children ◽  
Low Socioeconomic ◽  
Bilingual Reading

Development of the Dialogic Reading Inventory of Parent-Child Book Reading

2010 ◽  
Vol 24 (3) ◽  
pp. 266-277 ◽  
Author(s):  
Lisbeth Dixon-Krauss ◽  
Cynthia M. Januszka ◽  
Chan-Ho Chae
Keyword(s):  
Dialogic Reading ◽  
Book Reading ◽  
Reading Inventory ◽  
Parent Child

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.

scholarly journals Possibilities and challenges in developing and implementing an empowerment-based school-intervention in a Swedish disadvantaged community

2019 ◽  
Vol 35 (2) ◽  
pp. 232-243 ◽  
Author(s):  
L Jonsson ◽  
A Fröberg ◽  
P Korp ◽  
C Larsson ◽  
C Berg ◽  
...  
Keyword(s):  
Physical Activity ◽  
Goal Setting ◽  
Low Socioeconomic Status ◽  
Deep Understanding ◽  
Health Coaching ◽  
School Intervention ◽  
Seventh Graders ◽  
Shared Decision ◽  
Disadvantaged Community ◽  
Low Socioeconomic

Abstract In this paper, we describe and critically reflect on the possibilities and challenges of developing and implementing an empowerment-based school intervention regarding healthy food and physical activity (PA), involving participants from a Swedish multicultural area characterized by low socioeconomic status. The 2-year intervention was continually developed and implemented, as a result of cooperation and shared decision making among researchers and the participants. All 54 participants were seventh graders, and the intervention comprised health coaching, health promotion sessions and a Facebook group. We experienced that participants valued collaborating with peers, and that they took responsibility in codeveloping and implementing the intervention. Participants expressed feeling listened to, being treated with respect and taken seriously. However, we also experienced a number of barriers that challenged our initial intentions of aiding participation and ambition to support empowerment. Moreover, it was challenging to use structured group health coaching and to work with goal-setting in groups of participants with shared, and sometimes competing, goals, wishes and needs related to food and PA. Successful experiences from this intervention was the importance of acquiring a broad and deep understanding of the context and participants, being open to negotiating, as well as adjusting the intervention.

Parent-child-adult storytelling

2008 ◽  
Vol 18 (2) ◽  
pp. 230-257 ◽  
Author(s):  
Anat Stavans ◽  
Gil Goldzweig
Keyword(s):  
Picture Book ◽  
Age Groups ◽  
Adult Child ◽  
Book Reading ◽  
Children's Literacy ◽  
Parental Narrative ◽  
Narrative Forms ◽  
The Relationship ◽  
Home And School ◽  
Parent Child

Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, we set out to investigate similarities and differences in the profile of parental narrative input and children’s narrative productions. We first looked at the structural and organizational characteristics of adult-child and child-adult narratives and the relationship between the two in terms of its narrative forms and functions. Then we analyzed the interaction during narratives to — and by- children to other adults. The participants of this study were 64 parent-child dyads recruited into three age groups. Parents were asked to tell their child a picture-book story and the children were asked to tell the same story to an adult experimenter. The stories were recorded and transcribed. The data were coded into structural and interactive categories and analyzed between parent and children productions and across the three age groups. The results showed a complex relationship between parental narrative input and child-adult output. While parental narrative input resembles child narrative input, this resemblance grows stronger as the child gets older. Yet the differences between parental and child narrative input may be motivated by the child’s linguistic, narrative and social development.

scholarly journals The Effects of a Parent-Implemented Language Intervention on Late-Talkers’ Expressive Skills: The Mediational Role of Parental Speech Contingency and Dialogic Reading Abilities

2021 ◽  
Vol 12 ◽  
Author(s):  
Chiara Suttora ◽  
Mariagrazia Zuccarini ◽  
Arianna Aceti ◽  
Luigi Corvaglia ◽  
Annalisa Guarini ◽  
...  
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Dialogic Reading ◽  
Book Reading ◽  
Control Group ◽  
Speech Input ◽  
Reading Abilities ◽  
Late Talkers ◽  
Functional Features ◽  
Parent Child

Several qualitative and quantitative features of parental speech input support children’s language development and may play a critical role in improving such process in late talkers. Parent-implemented interventions targeting late-talkers have been developed to promote children’s language outcomes by enhancing their linguistic environment, i.e., parental speech input. This study investigated the effect of a parent-implemented intervention in increasing late talkers’ expressive skills through modifications in structural and functional features of parental speech input. Forty-six thirty-one-month-old late talkers differing in their birth condition (either low-risk preterm or full-term) participated in the study with a parent; 24 parent-child dyads received a parent-implemented intervention centered on dialogic reading and focused stimulation techniques, whereas the other 22 dyads constituted the control group. At pre- and post-intervention, dyads took part in a parent-child shared book-reading session and both parental and child’s speech measures were collected and examined. Results showed that the intervention positively affected parents’ use of responses and expansions of children’s verbal initiatives, as well as the parental amount of talking over reading, whereas no structural features of parental input resulted modified. Mediation analyses pointed out that the intervention indirectly enhanced late-talkers’ use of verbal types and tokens through changes in parental use of expansions and amount of talking over reading. As birth status was entered as a covariate in the analysis, these findings can be extended to children with different gestational age. We conclude that the parent-implemented intervention was effective in supporting late-talkers’ gains in language development as a cascade result of the improvements in parental contingency and dialogic reading abilities. These promising findings suggest to examine not only children and parental outcomes but also the intervention mechanisms promoting changes in late-talkers’ language development as a clearer view on such process can inform the development of feasible, ecological and effective programs.

scholarly journals Infant Television and Video Exposure Associated With Limited Parent-Child Verbal Interactions in Low Socioeconomic Status Households

2008 ◽  
Vol 162 (5) ◽  
pp. 411 ◽  
Author(s):  
Alan L. Mendelsohn ◽  
Samantha B. Berkule ◽  
Suzy Tomopoulos ◽  
Catherine S. Tamis-LeMonda ◽  
Harris S. Huberman ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Verbal Interactions ◽  
Low Socioeconomic ◽  
Parent Child

An enhanced eBook facilitates parent–child talk during shared reading by families of low socioeconomic status

2020 ◽  
Vol 50 ◽  
pp. 45-58 ◽  
Author(s):  
Georgene L. Troseth ◽  
Gabrielle A. Strouse ◽  
Israel Flores ◽  
Zachary D. Stuckelman ◽  
Colleen Russo Johnson
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Shared Reading ◽  
Low Socioeconomic ◽  
Parent Child

scholarly journals Filipino Adolescents’ Experiences of Abusive Parent-Child Relationship in Low Socioeconomic Status Families

2021 ◽  
Vol 3 (4) ◽  
pp. 06-18
Author(s):  
Jess Sabarre ◽  
Paulo Louis H. Villareal ◽  
Myla Arcinas
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Support System ◽  
Coping Mechanisms ◽  
Parent Child Relationship ◽  
Low Socioeconomic ◽  
Marital Partner ◽  
Child Relationship ◽  
Abusive Parent ◽  
Parent Child

This phenomenological-qualitative study aimed to describe how an abusive parent-child relationship of selected Filipino adolescents from an intact family of low socioeconomic status affects the perceptions of their potential romantic partner, marriage, and family. The study also uncovered their coping mechanisms and support system.  The seven informants were identified using a purposive sampling technique. The researchers devised an open-ended interview guide to elicit information from the informants and were conducted with a guidance counsellor. With the use of content analysis, the study revealed that their abusive experiences with one or both parents have significantly affected their perceptions. Most of them have resorted to using negative coping strategies and that their grandparents stood as their extended family support system with their friends as their non-family support system. The informants displayed a significantly entrenched position on the characteristics of their future marital partner and family. However, they have shown disapproval of marriage due to their experiences. The study also exposed that mothers have been more present in the abusive parent-child experiences than the fathers, which contradicts expectations that fathers act as strict disciplinarians and mothers being the child's protector in Philippine Culture. The study exposed the experiences of children in verbal and physical abuse in their homes from intact families with low socioeconomic status in Metro Manila, wherein expounds on the type of social support these children have been given and the kinds of coping mechanisms that are prevalent in their experiences and how these abusive parent-child experiences reflected with either positive or negative on their perception of marital partner, the concept of marriage, and concept of family, wherein provides substantial knowledge on how these experiences can be handled and faced in terms of treatment.

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