Mother–child talk during joint book reading in two social classes in Taiwan: Interaction strategies and information types

2015 ◽  
Vol 37 (2) ◽  
pp. 387-410 ◽  
Author(s):  
CHIEN-JU CHANG ◽  
CHO-CHI HUANG
Keyword(s):  
Low Income ◽  
Data Exchange ◽  
The Other ◽  
Social Classes ◽  
Book Reading ◽  
Exchange System ◽  
Joint Book Reading ◽  
Educational Implications ◽  
Low Income Families ◽  
Low Income Mothers

ABSTRACTThis paper aims to understand mother–child book-reading interactions in different socioeconomic classes in Taiwan. Two groups of 16 mothers and their 3-year-old children, one from upper-middle socioeconomic backgrounds and the other from low-income families, participated in this study. Each dyad was visited at home, and mothers were asked to read a book with their children. Interactions during joint book reading were tape-recorded, transcribed, coded, and analyzed using the Child Data Exchange System. The results showed that mothers from the upper middle class tended to encourage children to narrate the story, ask open-ended questions, and discuss nonimmediate information, while the low-income mothers tended to take book reading as their responsibility and required their children to be attentive. Educational implications and suggestions for further research were discussed.

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.

Искореняя несправедливость в городе

2015 ◽  
pp. 94-103
Author(s):  
Павел Иванович Акимов
Keyword(s):  
Low Income ◽  
Two Dimensions ◽  
City Government ◽  
The Other ◽  
Professional Support ◽  
Government Agencies ◽  
City Life ◽  
Planning Activity ◽  
Low Income Families ◽  
Ethnic Neighborhoods

In 1960s advocate planners, as the main ideologist of this movement Paul Davidoff has put it, gave professional support to minority citizens — moderate- and low-income families and inhabitants of ethnic neighborhoods. Next decades the establishment of advocacy planning positions was made within city government agencies. It was called “equity planning”. Today advocacy planning has two dimensions. It’s an approach that can be used in any planning activity — within cabinets of power or in the work with communities. On the other side it’s an ideology that advocates for more just and equal basis of city life and supports poor and disenfranchised.

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

scholarly journals 贫困高职学生心理特点和就业动机研究

2019 ◽  
Vol 01 (01) ◽  
pp. 1-19
Author(s):  
超 赵 ◽  
昱鲲 赵 ◽  
悍超 侯 ◽  
光 曾 ◽  
凯平 彭
Keyword(s):  
Low Income ◽  
School Engagement ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Other ◽  
Shanxi Province ◽  
Job Seeking ◽  
Low Income Families ◽  
The Government ◽  
Impoverished Students

以往对中国贫困大学生的研究主要集中在本科院校的贫困生群体，对贫困高职学生的关注不足。本研究通过调查山西省运城职业技术学院的 2046 名二、三年级学生，发现贫困学生的正性情绪、成长型思维、基本心理需求满足、坚毅、自主学习动机、学校表现均高于非贫困生，抑郁低于非贫困生，生活满意度、负性情绪、希望、自我效能感、焦虑、受控学习动机、学校投入与非贫困生无显著差异，因果定向的自主、受控维度高于非贫困生，非个人化维度则无显著差异。这与以往对贫困大学生心理特点的研究结论不同，原因可能是贫困高职学生的社会比较较不明显、期望较低及该高职院校特点。调查还发现，贫困生的就业自主和受控动机均与非贫困生无显著差异，但动机缺乏程度低于非贫困生，去不同类型单位就业的意愿也高于非贫困生。回归分析显示，这与贫困生更积极的因果定向有关。本研究考察了中西部贫困高职学生的心理和行为特点，对于精准扶贫工作有着重要意义。 Prior research on impoverished college students in China focused on regular undergraduates from low income families. The psychological characteristics of impoverished students in vocational colleges were not sufficiently studied. This study surveys 2046 sophomore and junior students from the Yuncheng Vocational College in Shanxi province. We find that，compared to the other students，the impoverished students have higher positive affect，growth mindset，basic psychological needs satisfaction，grit，autonomous learning motivations，school performance，autonomous and controlled causality orientation，and lower level of depression. There are no significant differences between the two groups in life satisfaction，negativeaffect，hope，self-efficacy，anxiety，controlled learning motivations，and school engagement. The impoverished students have significant lower amotivational level if job-seeking than those of the non-impoverished students，while the other types of job-seeking motivations are statistically the same between the two groups. They are also significantly more willing to work in the government，public sectors，and state-owned enterprises，while their willingness to work in the private sectors and start up their own entrepreneurship are statically the same as the non-impoverished students. These findings show a stronger risk-aversion tendency among impoverished students. The autonomous causality orientation of the impoverished students is negatively related to the job-seeking amotivation and negatively related to the job-seeking willingness，the impersonal causality orientation is positively related to the job-seeking amotivation and negatively related to the job-seeking willingness，while the relationships of the controlled causality orientation to the job-seeking amotivation and willingness are in between of the other two causality orientation styles. The implications and limitations of this study are discussed.

A picture book reading intervention in day care and home for children from low-income families.

1994 ◽  
Vol 30 (5) ◽  
pp. 679-689 ◽  
Author(s):  
Grover J. Whitehurst ◽  
David S. Arnold ◽  
Jeffrey N. Epstein ◽  
Andrea L. Angell ◽  
et al
Keyword(s):  
Reading Intervention ◽  
Low Income ◽  
Day Care ◽  
Picture Book ◽  
Book Reading ◽  
Low Income Families ◽  
Picture Book Reading

scholarly journals The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

2012 ◽  
Vol 44 (4) ◽  
pp. 426-447 ◽  
Author(s):  
Diana Leyva ◽  
Alison Sparks ◽  
Elaine Reese
Keyword(s):  
Phonological Awareness ◽  
Low Income ◽  
Cognitive Skills ◽  
Control Variable ◽  
Book Reading ◽  
Reading Practices ◽  
Expressive Vocabulary ◽  
Vocabulary Skills ◽  
Low Income Families

The relation between preschoolers’ phonological awareness and the frequency and quality of parents’ book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children’s phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books and reminisced with their children at the beginning of preschool using a questionnaire. They were also videotaped while reading a book and talking about a past event with their preschoolers. The quality of book-reading and reminiscing practices was measured via these videotapes by the number of open-ended questions mothers asked to extend the reading or conversation. Children’s receptive and expressive vocabulary skills were assessed at the beginning of preschool as a control variable. Quality of reminiscing, but not book-reading practices, predicted preschoolers’ phonological awareness skills at the end of preschool, even after controlling for beginning-of-preschool phonological and vocabulary skills and demographic variables. Reported frequency of book-reading and reminiscing practices bore no relation to phonological awareness skills. The link between quality of reminiscing practices and phonological awareness deserves further exploration, but might be explained by indirect links with other linguistic and cognitive skills.

Le povertŕ delle classi medie e dei "ceti popolari"

2009 ◽  
pp. 25-52
Author(s):  
Remo Siza
Keyword(s):  
Social Support ◽  
Middle Class ◽  
Low Income ◽  
Living Conditions ◽  
Social Classes ◽  
Dynamic Approach ◽  
Short Period ◽  
Low Income Families ◽  
Socially Isolated ◽  
Social Area

- Several studies carried out using a dynamic approach show that poverty, although at different degrees of intensity and duration, is no longer an issue concerning only a defined portion of the population living in typically disadvantaged circumstances (e.g. in deprived areas), but is increasingly affecting other social classes that would normally benefit from adequate living conditions, including the growing poorer middle class and those with insecure or low paid jobs. We are not just referring to socially isolated groups of people, but to an intermediate heterogeneous social area, a dissimilar aggregate of individuals experiencing different trajectories of social mobility: members of the impoverished middle class, low income families reduced to poverty by different life events, people with unstable jobs and inadequate family and social support. Although with a different background, they have in common a more lasting precarious condition and a higher risk of poverty compared to other members of the middle class who can rely on better incomes and stronger social support and to the wealthier social classes. These social groups share, at least for a short period of their life, very difficult living conditions potentially affecting several aspects of their existence and limited resources to rely upon to sustain their life projects.

scholarly journals Low-income fathers’ speech to toddlers during book reading versus toy play

2015 ◽  
Vol 43 (6) ◽  
pp. 1385-1399 ◽  
Author(s):  
VIRGINIA C. SALO ◽  
MEREDITH L. ROWE ◽  
KATHRYN A. LEECH ◽  
NATASHA J. CABRERA
Keyword(s):  
Low Income ◽  
Language Use ◽  
Book Reading ◽  
Communicative Development ◽  
Toy Play ◽  
Low Income Families ◽  
Mean Length Of Utterance

AbstractFathers’ child-directed speech across two contexts was examined. Father–child dyads from sixty-nine low-income families were videotaped interacting during book reading and toy play when children were 2;0. Fathers used more diverse vocabulary and asked more questions during book reading while their mean length of utterance was longer during toy play. Variation in these specific characteristics of fathers’ speech that differed across contexts was also positively associated with child vocabulary skill measured on the MacArthur-Bates Communicative Development Inventory. Results are discussed in terms of how different contexts elicit specific qualities of child-directed speech that may promote language use and development.

Machine-Scored Syntax: Comparison of the CLAN Automatic Scoring Program to Manual Scoring

2020 ◽  
Vol 51 (2) ◽  
pp. 479-493
Author(s):  
Jenny A. Roberts ◽  
Evelyn P. Altenberg ◽  
Madison Hunter
Keyword(s):  
Data Exchange ◽  
Child Language ◽  
Exchange System ◽  
Absolute Point ◽  
Language Analysis ◽  
Search Patterns ◽  
Language Data ◽  
Report Accuracy ◽  
Point To Point ◽  
Automatic Scoring

Purpose The results of automatic machine scoring of the Index of Productive Syntax from the Computerized Language ANalysis (CLAN) tools of the Child Language Data Exchange System of TalkBank (MacWhinney, 2000) were compared to manual scoring to determine the accuracy of the machine-scored method. Method Twenty transcripts of 10 children from archival data of the Weismer Corpus from the Child Language Data Exchange System at 30 and 42 months were examined. Measures of absolute point difference and point-to-point accuracy were compared, as well as points erroneously given and missed. Two new measures for evaluating automatic scoring of the Index of Productive Syntax were introduced: Machine Item Accuracy (MIA) and Cascade Failure Rate— these measures further analyze points erroneously given and missed. Differences in total scores, subscale scores, and individual structures were also reported. Results Mean absolute point difference between machine and hand scoring was 3.65, point-to-point agreement was 72.6%, and MIA was 74.9%. There were large differences in subscales, with Noun Phrase and Verb Phrase subscales generally providing greater accuracy and agreement than Question/Negation and Sentence Structures subscales. There were significantly more erroneous than missed items in machine scoring, attributed to problems of mistagging of elements, imprecise search patterns, and other errors. Cascade failure resulted in an average of 4.65 points lost per transcript. Conclusions The CLAN program showed relatively inaccurate outcomes in comparison to manual scoring on both traditional and new measures of accuracy. Recommendations for improvement of the program include accounting for second exemplar violations and applying cascaded credit, among other suggestions. It was proposed that research on machine-scored syntax routinely report accuracy measures detailing erroneous and missed scores, including MIA, so that researchers and clinicians are aware of the limitations of a machine-scoring program. Supplemental Material https://doi.org/10.23641/asha.11984364

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