Preschoolers’ word learning and story comprehension during shared book reading

ABSTRAK Pendekatan membacakan buku cerita oleh guru akan membantu anak meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading(SBR) dan pemahaman anak terhadap cerita. Penelitian ini menggunakan within subject designdengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada masing-masing kondisi yang diberikan. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak (rentang usia 4-5 tahun)di Satuan PAUD Sejenis (SPS). Data kuantitatif yang diperoleh mengenai pemahaman anak terhadap cerita dianalisa menggunakan uji sign test. Penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru. Pengukuran pemahaman anak terhadap cerita dan keterampilan guru dalam menggunakan pendekatan saat membacakan buku cerita dilakukan sebanyak tiga kali pada tahap pre-test,post test 1dan post test 2, untuk melihat peningkatan yang terjadi setelah pemberian intervensi.Hasil penelitian ini menunjukkan bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan SBR dengan nilai probabilitas .05, yaitu 0.01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan SBR yang ditampilkan di dalam grafik. Kata kunci: pemahaman anak terhadap cerita; anak 4-5 tahun; guru; pendekatan membaca SBR; pelatihan. ABSTRACT Certain reading approach used by the teacher will help children to improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children’s story comprehension score in each condition given. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children’s story comprehension. This study also provides training for teachers as well as measuring teacher’s skills. The measurement of children’s story comprehension and teachers’s skill in reading book to children was conducted three time, in pre-test, post-test 2, and post-test 2, to perceive the skill’s improvement. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with SBR approach by showing probability value of 0.05, which is 0.01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the SBR approach shown in the graph. Keywords: children’s story comprehension; 4-5 years old children; teacher; SBR approach; training.

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Shared book reading: When and how questions affect young children's word learning.

Journal of Educational Psychology ◽

10.1037/a0013844 ◽

2009 ◽

Vol 101 (2) ◽

pp. 294-304 ◽

Cited By ~ 144

Author(s):

Pamela Blewitt ◽

Keiran M. Rump ◽

Stephanie E. Shealy ◽

Samantha A. Cook

Keyword(s):

Word Learning ◽

Book Reading ◽

Shared Book Reading

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The role of topic-related background knowledge in visual attention to illustration and children's word learning during shared book reading

Journal of Research in Reading ◽

10.1111/1467-9817.12127 ◽

2017 ◽

Vol 41 (3) ◽

pp. 582-596 ◽

Cited By ~ 1

Author(s):

Tanya Kaefer

Keyword(s):

Visual Attention ◽

Word Learning ◽

Background Knowledge ◽

Book Reading ◽

Shared Book Reading

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

First Language ◽

10.1177/0142723719894770 ◽

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.

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Can e-books support low SES parental mediation to enrich children’s vocabulary?

First Language ◽

10.1177/0142723718822443 ◽

2019 ◽

Vol 39 (3) ◽

pp. 344-364 ◽

Cited By ~ 5

Author(s):

Ofra Korat ◽

Daphna Shneor

Keyword(s):

Target Word ◽

Word Learning ◽

Word Meaning ◽

Parental Mediation ◽

Independent Reading ◽

Book Reading ◽

Shared Book Reading ◽

Low Ses ◽

New Words ◽

Maternal Mediation

This study examines whether an e-book with a dictionary could support parents’ mediation of new words during shared book reading, more than the child’s independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the e-book with a dictionary; joint mother–child reading of the e-book without a dictionary; joint mother–child reading of the e-book with a dictionary, and independent reading of the e-book without a dictionary (control). For each target word, the dictionary presented (1) word meaning, (2) word meaning within the story context, and (3) a combined meaning. Pre- and posttests included receptive and expressive understanding of the dictionary words. E-books were read four times. Reading the e-book with a dictionary and maternal mediation was the most effective for receptive and expressive word learning, followed by independent reading with the dictionary. Mothers who read the e-book with a dictionary mediated at a higher level than mothers who read without a dictionary. The intervention contributed to advancement in learning new words beyond children’s initial vocabulary level. The research implications are presented in the discussion.

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Cues for word-learning during shared book-reading and guided play in preschool

Journal of Child Language ◽

10.1017/s0305000919000552 ◽

2019 ◽

Vol 46 (6) ◽

pp. 1202-1227 ◽

Cited By ~ 2

Author(s):

Elizabeth Burke HADLEY ◽

David K. DICKINSON

Keyword(s):

Social Interaction ◽

Small Groups ◽

Word Learning ◽

Intervention Study ◽

Social Cues ◽

Book Reading ◽

Shared Book Reading ◽

Linguistic Cues ◽

Guided Play ◽

Learning Growth

AbstractThe present study examines the perceptual, linguistic, and social cues that were associated with preschoolers’ (4;11) growth in word-learning during shared book-reading and guided play activities. Small groups of three preschoolers (n = 30) and one adult were video-recorded during an intervention study in which new vocabulary words were explicitly taught. Adult use of taught words was coded for perceptual and linguistic cues and type of social interaction. Hearing taught words used in the book text and learning information about words’ meanings during play was positively associated with growth in word-learning. Adult use of words in responsive, or child-initiated, interactions was positively associated with word-learning growth in both book-reading and play, while adult-initiated use of words was negatively associated with word-learning growth in both settings.

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