Focus on Family: It's OK to Play: The Importance of Playing While Reading Aloud to Young Children

ABSTRACTSpeech samples from eight British female adults addressing young children and another adult were analysed in terms of vocal pitch. Increases in vocal pitch when addressing young children were observed but were smaller than the increases noted by North American researchers, and variability across speakers was marked. Some adults only slightly raised their vocal pitch to young children. Pitch increases were generally more marked for mean as against modal pitch measures, and for free speech as against reading aloud conditions.

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Reading aloud to young children: Perspectives of parents

Reading Research and Instruction ◽

10.1080/19388078809557935 ◽

1988 ◽

Vol 27 (2) ◽

pp. 56-61 ◽

Cited By ~ 1

Author(s):

Maryann Manning ◽

Gary Manning ◽

Caroline B. Cody

Keyword(s):

Young Children ◽

Reading Aloud

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Reading Aloud as a Leading Activity With Preschool Students

LEARNing Landscapes ◽

10.36510/learnland.v14i1.1056 ◽

2021 ◽

Vol 14 (1) ◽

pp. 265-275

Author(s):

Pradita Nambiar ◽

Sharada Gade

Keyword(s):

Young Children ◽

Student Learning ◽

Middle Childhood ◽

Historical Development ◽

Reading Aloud ◽

Read Aloud ◽

Dramatic Play ◽

Preschool Students ◽

Psychological Activity ◽

Object Substitution

We examine a teacher’s read-aloud activity with her preschool students in India. Three vignettes show how this leading activity helps young children take part in socio-dramatic play, fostering their cultural-historical development. Collaborating as teacher and researcher, we consider students’ use of words, instances of object substitution, and exploration of social roles in the story being read aloud, to demonstrate the development of their higher psychological activity. Moreover, we contend that read-aloud activities in preschool are crucial for developing student learning during middle childhood.

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Commentary: Culturally Responsive Instruction: Listening to Children

LEARNing Landscapes ◽

10.36510/learnland.v7i1.626 ◽

2013 ◽

Vol 7 (1) ◽

pp. 15-21

Author(s):

Beverly Kutsunai ◽

Kathryn Au

Keyword(s):

Academic Success ◽

Young Children ◽

Culturally Responsive ◽

Water Cycle ◽

Reading Aloud ◽

Culturally Responsive Instruction ◽

Closing The Achievement Gap ◽

Hands On ◽

Diverse Backgrounds ◽

Responsive Instruction

Culturally responsive instruction aims to promote the academic success of young children of diverse backgrounds, closing the achievement gap that typically exists between these children and their mainstream peers. Culturally responsive instruction is illustrated here through science lessons taught to young Hawaiian children around themes based on plants and the water cycle. Such place-based education provides a framework for building on the knowledge young children bring from the home and connecting them to the ways of their ancestors. Teachers seek to introduce themes in an engaging manner, including hands-on activities with artifacts and the reading aloud of literature.

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Development of an Instrument for Measuring Parental Beliefs about Reading Aloud to Young Children

Perceptual and Motor Skills ◽

10.2466/pms.1994.78.3c.1303 ◽

1994 ◽

Vol 78 (3_suppl) ◽

pp. 1303-1311 ◽

Cited By ~ 63

Author(s):

Barbara D. DeBaryshe ◽

Janeen C. Binder

Keyword(s):

Young Children ◽

Emergent Literacy ◽

Parental Education ◽

Reading Aloud ◽

Self Report ◽

Book Reading ◽

Joint Book Reading ◽

Partial Correlations ◽

Test Retest Reliability ◽

Reading Activities

This study assessed the psychometric properties of an instrument designed to measure parents' beliefs about the goals and process of reading aloud to young children. 155 parents of children ages 2 to 5 years completed the Parent Reading Belief Inventory. The inventory's items formed a single factor with high scores reflecting beliefs consistent with current theories of language acquisition and emergent literacy. The inventory had acceptable internal consistency (coefficients alpha for the scales ranged from .50 to .85) and short-term test-retest reliability of .79. When parental education and income were controlled, inventory scores remained significantly correlated .36 with self-report measures of parents' own book-reading habits, .40 with children's interest in books, and .30 with children's exposure to joint book-reading activities. Scores also showed significant partial correlations with the observed frequency of parental questions (.65) and responsiveness to children's speech (.41) during book-reading sessions.

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The interactional achievement of reading aloud by young children and parents during digital technology use

Journal of Early Childhood Literacy ◽

10.1177/1468798419896040 ◽

2020 ◽

pp. 146879841989604

Author(s):

Christina Davidson ◽

Susan Danby ◽

Stuart Ekberg ◽

Karen Thorpe

Keyword(s):

Young Children ◽

Digital Technology ◽

Technology Use ◽

Information Source ◽

Reading Aloud ◽

Video Recordings ◽

Parent Child Interactions ◽

Children And Parents ◽

Systematic Identification ◽

Parent Child

Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where the words ‘says’ or ‘say’ were used to refer to print on the screen. The collection involved interactions between seven parent–child dyads. Sequences were identified through repeated viewing of 29 hours of video-recordings made by parents. Analysis enabled systematic identification and description of two distinctive practices in talk that led to reading aloud from the screen. Reading aloud of the text was provided by either a speaker using a preface, such as ‘it says’, or solicited using a question. Discussion establishes how young children and their parents orient to and produce reading aloud practices, how reading aloud meets the instrumental purposes of children and the ways that young children competently enable reading aloud. It is concluded that reading aloud from the screen is an important information source for young children, enabled through parent–child interactions.

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Telling Stories and Reading Aloud to Young Children

Childhood Education ◽

10.1080/00094056.1936.10724052 ◽

1936 ◽

Vol 12 (8) ◽

pp. 347-351

Author(s):

May Hill Arbuthnot

Keyword(s):

Young Children ◽

Reading Aloud

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The Modification of Hypernasality in Young Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.37 ◽

1984 ◽

Vol 15 (1) ◽

pp. 37-43 ◽

Cited By ~ 3

Author(s):

Moya L. Andrews ◽

Sarah J. Tardy ◽

Lisa G. Pasternak

Keyword(s):

Young Children ◽

Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

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