Beyond book reading: Narrative participation styles in family reminiscing predict children’s print knowledge in low-income Chilean families

2016 ◽  
Vol 37 ◽  
pp. 175-185 ◽  
Author(s):  
Diana Leyva ◽  
Maryanne Smith
Keyword(s):  
Low Income ◽  
Book Reading ◽  
Print Knowledge ◽  
Participation Styles

Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children

2018 ◽  
Vol 20 (2) ◽  
pp. 136-164 ◽  
Author(s):  
David K. Dickinson ◽  
Molly F. Collins ◽  
Kimberly Nesbitt ◽  
Tamara Spiewak Toub ◽  
Brenna Hassinger-Das ◽  
...  
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Book Reading

Improving Conceptual Print Knowledge: A Description of Intervention Considerations for Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1505-1513
Author(s):  
Krystal L. Werfel ◽  
Sara Lawrence
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Reading Intervention ◽  
Literacy Intervention ◽  
Book Reading ◽  
Dose Frequency ◽  
Print Knowledge ◽  
Children With Hearing Loss ◽  
Print Referencing

Purpose The purpose of this clinical focus article was to describe specific considerations for print-referencing interventions for children with hearing loss and present a case study. Method One preschool child with hearing loss who used amplification participated in this case study. The child participated individually in print-referencing book-reading intervention (10-min session once a week for 7 weeks), supplemented by parent carryover at home. Each session involved a dose of 20 print-referencing behaviors across two children's books, for a cumulative intervention intensity of 140 print references. Assessment of the child's print knowledge skills occurred at the beginning of each session. Results Print-referencing book-reading intervention was associated with gains in conceptual print knowledge. Conclusions Print referencing, when implemented with specific considerations for children with hearing loss in mind, may be an effective emergent literacy intervention for increasing conceptual print knowledge in preschool children with hearing loss. More research is needed in this area to determine appropriate dose and dose frequency, as well as effect of interventionist on gains. Supplemental Materials https://doi.org/10.23641/asha.13093025

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.

Mother–child talk during joint book reading in low-income American and Taiwanese families

2011 ◽  
Vol 32 (4) ◽  
pp. 494-511 ◽  
Author(s):  
Ya-Hui Luo ◽  
Catherine E Snow ◽  
Chien-Ju Chang
Keyword(s):  
Low Income ◽  
Book Reading ◽  
Joint Book Reading

Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

2009 ◽  
Vol 79 (2) ◽  
pp. 979-1007 ◽  
Author(s):  
Suzanne E. Mol ◽  
Adriana G. Bus ◽  
Maria T. de Jong
Keyword(s):  
Oral Language ◽  
Meta Analysis ◽  
Reading Programs ◽  
Book Reading ◽  
Interactive Reading ◽  
Print Knowledge ◽  
Joint Book Reading ◽  
Moderate Effect Size ◽  
Oral Language Skills ◽  
Alphabetic Knowledge

This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments ( n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children’s alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children’s print knowledge and the strategies that may help transfer intervention effects from researchers to children’s own teachers.

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