The effects of a responsive parenting intervention on parent–child interactions during shared book reading.

2012 ◽  
Vol 48 (4) ◽  
pp. 969-986 ◽  
Author(s):  
Susan H. Landry ◽  
Karen E. Smith ◽  
Paul R. Swank ◽  
Tricia Zucker ◽  
April D. Crawford ◽  
...  
Keyword(s):  
Parenting Intervention ◽  
Book Reading ◽  
Shared Book Reading ◽  
Responsive Parenting ◽  
Parent Child Interactions ◽  
Parent Child

Maternal Self-efficacy and Maternal Depressive Symptoms on Parent-child Shared Book Reading

2018 ◽  
Author(s):  
Aram Kim ◽  
Alan Mendelsohn ◽  
Suzy Tomopoulos ◽  
Casilda Hesketh-Suarez ◽  
H. Shonna Yin ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Self Efficacy ◽  
Book Reading ◽  
Shared Book Reading ◽  
Maternal Depressive Symptoms ◽  
Parent Child

Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation

2014 ◽  
Vol 25 (4) ◽  
pp. 469-492 ◽  
Author(s):  
Robin L. Hojnoski ◽  
Helen Lynn Columba ◽  
Joy Polignano
Keyword(s):  
Preliminary Investigation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Parent Child

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.

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