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.

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.

Story Sacks, Children's Narratives and the Social Construction of Reality

2002 ◽  
Vol 5 (3) ◽  
pp. 129-137
Author(s):  
Ian Barron ◽  
John Powell
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Small Scale ◽  
Language And Literacy ◽  
Social Construction Of Reality ◽  
North West ◽  
The North ◽  
The United Kingdom ◽  
Parents And Children ◽  
Early Literacy Development

Early literacy development and parental partnership and involvement have become key priorities in the United Kingdom. The two could be seen to be brought together in the use of ‘story sacks' as a vehicle for developing the literacy skills of both parents and children. The present small-scale study is concerned with the use of story sacks by parents and young children in a government-recognised Early Excellence Centre in the North West of England, which provides services for children below the age of five, when statutory schooling begins for British children, and their families. The evidence from observing children and their parents engaging with story sacks and from interviews with both children and parents suggests that story sacks are powerful vehicles for allowing children to be involved in adult-supported exploration of language and literacy, whilst allowing them a space in which to voice how they see and understand the world.

The Development of Early Literacy Skills Among Children With Speech Difficulties

2004 ◽  
Vol 47 (2) ◽  
pp. 377-391 ◽  
Author(s):  
Liz Nathan ◽  
Joy Stackhouse ◽  
Nata Goulandris ◽  
Margaret J. Snowling
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Literacy Skills ◽  
Phoneme Awareness ◽  
Language And Literacy ◽  
Speech And Language ◽  
Preschool Language ◽  
Early Literacy Development ◽  
Language Difficulties ◽  
Unique Predictor

This article presents a longitudinal study of the early literacy development of 47 children with speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech difficulties were compared with 19 children with speech and language difficulties and 19 normally developing controls. The risk of literacy difficulties was greater in the group with speech and language difficulties, and these children displayed deficits in phoneme awareness at 6 years. In contrast, the literacy development of children with isolated speech problems was not significantly different from that of controls. A path analysis relating early speech, language, and literacy skills indicated that preschool language ability was a unique predictor of phoneme awareness at 5;8 (years; months), which, together with early reading skill, predicted literacy outcome at 6;9. Once the effects of phoneme awareness were controlled, neither speech perception nor speech production processes predicted variation in literacy skills. However, it is noteworthy that children with persisting speech difficulties at 6;9 were particularly vulnerable to deficits in reading-related processes.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

The Effects of a Comprehensive Early Literacy Project on Preschoolers’ Language and Literacy Skills

2013 ◽  
Vol 42 (5) ◽  
pp. 295-304 ◽  
Author(s):  
Yaoying Xu ◽  
Christopher Chin ◽  
Evelyn Reed ◽  
Cynthia Hutchinson
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Language And Literacy

Immediate effect of dialogic reading on interactive quality of book sharing among Chinese preschool mother–child dyads

2021 ◽  
Vol 5 (3) ◽  
pp. 173-184
Author(s):  
Jing Zhao ◽  
Huilin Luo ◽  
Yongyan Zhou ◽  
Lixing Zhong ◽  
Jialin Lai
Keyword(s):  
Intervention Group ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Dialogic Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Control Group ◽  
Language And Literacy ◽  
Book Sharing ◽  
Reading Session

Shared book reading is often used as an educational tool to promote the development of children’s early language and literacy skills. This study aimed to describe and compare the linguistic features of parent–child interactions during two shared book-reading sessions among 45 children (aged 4–6 years old) and their mothers. The dyads were divided into 2 groups: the intervention group ( n = 25), and the control group ( n = 20). In the first reading session, mothers read with their children the way they were most comfortable with and as they would usually do at home. Before the second reading session, we provided a 30-minute intervention on strategies of dialogic reading to the intervention group. Both readings were video-recorded. Mothers completed home literacy environment questionnaires. The results showed that even for mothers who were initially very skillful at reading with their children, this immediate intervention promoted a number of aspects of interactivity between mothers and their children, namely, the number of utterances, completion, open-ended, closed and labeling questions, and type token ratio by mothers, the number of utterances and initiated talk by children, and extra-textual talk and total number of turns by both mother and child. Mothers who received the intervention demonstrated more flexibility and more discursive styles, even though the intervention was short, and the time for them to practice was minimal.

Enhancing Children’s Print and Word Awareness Through Home-Based Parent Intervention

2000 ◽  
Vol 9 (3) ◽  
pp. 257-269 ◽  
Author(s):  
Laura M. Justice ◽  
Helen K. Ezell
Keyword(s):  
Early Literacy ◽  
Intervention Program ◽  
Reading Program ◽  
Literacy Skills ◽  
Book Reading ◽  
Control Group ◽  
Early Literacy Skills ◽  
Home Based ◽  
Print Referencing ◽  
Experimental Group

This investigation examined the efficacy of a home-based book reading intervention program for enhancing parents’ use of print-referencing behaviors and for stimulating children’s early literacy skills in the areas of print and word awareness. Participants included 28 parents and their typically developing 4-year-old children. Each dyad was assigned to a control or experimental group, using a pretest-posttest control group research design. Pretest measures of parents’ book-reading behaviors and children’s early literacy skills were collected. Each dyad then completed a home-based shared reading program, in which they read two books each week over a 4-week period. Parents in the experimental group were instructed to use nonverbal and verbal print-referencing behaviors in their reading sessions. Control group parents did not receive this instruction. Posttest measures found that parents in the experimental group showed a significant increase in their use of verbal and nonverbal references to print. Results also indicated that parental use of these print-referencing behaviors significantly enhanced their children’s early literacy skills in several areas of print and word awareness. Clinical implications of this intervention are discussed.

scholarly journals Commentary: Early Literacy Development and Implications for Practice

2009 ◽  
Vol 3 (1) ◽  
pp. 41-46
Author(s):  
Anne Haas Dyson
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Literacy Skills ◽  
Peer Collaboration ◽  
Early Literacy Development ◽  
The Everyday ◽  
Children's Literacy ◽  
The Right

In this interview with Anne Haas Dyson she discusses literacy, examining the connection between language, culture, and the positive impact of play. Anne speaks about the importance of incorporating literacy into the everyday life of children, and encouraging creativity and peer collaboration in the home as well as in classrooms. She stresses that children’s literacy skills must be assessed within context, taking into consideration the child’s perspective and the resources available. She emphasizes the individuality of every child’s learning experience and the right for children to progress at their own speed.

scholarly journals Using Errorless Learning and Discrimination Training to Teach Early Literacy Skills in a Pre-School Setting

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Elisa P. Belfiore ◽  
Phillip J. Belfiore
Keyword(s):  
Early Literacy ◽  
Discrimination Training ◽  
Single Case ◽  
School Setting ◽  
Literacy Skills ◽  
Errorless Learning ◽  
Intervention Package ◽  
Post Intervention ◽  
Baseline Design ◽  
Text Reading

This case study investigates the effects of using an intervention package of errorless learning and discrimination trial training to teach a 4-year old preschool student to read Consonant-Vowel-Consonant (CVC) words. A single case multiple baseline design across three equal instructional sets was used to evaluate the effects of the intervention package. Each set contained six CVC words incorporating words with each of the five vowels. The results of this study indicate that utilizing both errorless learning and discrimination training to teach a preschool student how to read CVC words was effective. In addition, generalization assessments post-intervention showed an increase in (a) mastering new unknown CVC words, as well as (b) book text reading.

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