Low- and high-text books facilitate the same amount and quality of extratextual talk

2017 ◽  
Vol 37 (4) ◽  
pp. 410-427 ◽  
Author(s):  
Amber Muhinyi ◽  
Anne Hesketh
Keyword(s):  
Oral Language ◽  
Book Reading ◽  
Shared Book Reading ◽  
Similar Amount ◽  
Text Book ◽  
Lexical Diversity ◽  
Level Of Abstraction ◽  
Oral Language Skills ◽  
Mean Length Of Utterance

Recent research suggests that caregiver–child extratextual talk during shared book reading facilitates the development of preschool children’s oral language skills. This study investigated the effects of the amount of picturebook text on mother–child extratextual talk during shared book reading. Twenty-four mother–child dyads (children aged 3;01–3;11) were video-recorded as they read two books: low text and high text. Book reading interaction was transcribed, and mothers’ extratextual talk coded for level of abstraction, mean length of utterance and lexical diversity. The mean number of extratextual utterances was calculated for mothers and children, separately. Low-text books facilitated a similar amount of extratextual talk, but higher rates per minute because of their shorter reading durations. The amount of text did not affect the level of abstraction, mean length of utterance, or lexical diversity of maternal extratextual talk. The amount of picturebook text should be considered by those developing and implementing interactive reading interventions. Low-text books facilitate the same amount and quality of extratextual talk in shorter time periods.

Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction

2019 ◽  
Vol 4 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Clariebelle Gabas ◽  
Leesa Marante ◽  
Sonia Q. Cabell
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Instruction ◽  
Language Skills ◽  
Literacy Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Emergent Literacy Skills ◽  
Oral Language Skills

Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

Beginning to Communicate After Cochlear Implantation

2003 ◽  
Vol 46 (2) ◽  
pp. 328-340 ◽  
Author(s):  
David J. Ertmer ◽  
Lynette M. Strong ◽  
Neeraja Sadagopan
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Speech Intelligibility ◽  
Deaf Child ◽  
Receptive Vocabulary ◽  
Longitudinal Case Study ◽  
Parent Child Interactions ◽  
Wide Range ◽  
Oral Language Skills ◽  
Mean Length Of Utterance

This longitudinal case study examined the emergence of a wide range of oral language skills in a deaf child whose cochlear implant was activated at 20 months. The main purposes of this study were to determine "Hannah's" rate of spoken language development during her second to fourth year of implant experience and to estimate the efficiency of her progress by comparing her performance to that of typically developing children. Mother-child interactions were also examined to determine changes in Hannah's communication competence. Normal or above-normal rates of development were observed in the following areas: (a) decreased production of nonwords, (b) increased receptive vocabulary, (c) type-token ratio, (d) regular use of word combinations, and (e) comprehension of phrases. Below-normal rates of development were observed in the following areas: (a) speech intelligibility, (b) number of word types and tokens, and (c) mean length of utterance in morphemes. Analysis of parent-child interactions showed a large increase in responses to questions during the third year of implant use. Data from Hannah's first post-implantation year (D. J. Ertmer & J. A. Mellon, 2001) indicated that some early language milestones were attained quite rapidly (e.g., canonical vocalizations and emergence of first word combinations). In contrast, the current study revealed that progress had slowed for related, but more advanced skills (e.g., production of intelligible speech and consistent use of word combinations). These changes in rate of development suggest that any advantages for language learning due to Hannah's advanced maturity (or other unknown factors) decreased with time and increasing-linguistic complexity.

Tip-of-the-tongue (TOT) states and cross-linguistic transfer

2013 ◽  
Vol 16 (4) ◽  
pp. 914-923 ◽  
Author(s):  
KATY BORODKIN ◽  
MIRIAM FAUST
Keyword(s):  
Second Language ◽  
Oral Language ◽  
Language Skills ◽  
Syntactic Complexity ◽  
Connected Speech ◽  
Lexical Diversity ◽  
Grammatical Accuracy ◽  
Oral Language Skills ◽  
Linguistic Transfer ◽  
Tip Of The Tongue

This study examined cross-linguistic transfer in oral language skills in a sample of 50 native Hebrew speakers who learned English as a second language. The ability to retrieve phonological forms of words in naming, as manifested by the tendency to experience tip-of-the-tongue states, was correlated across languages. We also found within and across language correlations between this ability and grammatical accuracy, lexical diversity, and syntactic complexity in second language narratives. These findings are consistent with the transfer across languages in oral language skills and provide insights into the processes linking phonological and higher level encoding in production of connected speech.

The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)

2021 ◽  
pp. 014272372110567
Author(s):  
Tessa Weadman ◽  
Tanya Serry ◽  
Pamela C. Snow
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Emergent Literacy ◽  
Oral Language ◽  
Content Validity ◽  
Rating Scale ◽  
Early Childhood Teachers ◽  
Face Validity ◽  
Book Reading ◽  
Shared Book Reading

Shared book reading in preschool settings plays an influential role in supporting children’s oral language and emergent literacy skills. Early childhood teachers can provide high-quality shared book reading experiences using extratextual utterances (reading beyond the story text) to maximise these learning outcomes. We report on the development and psychometric properties of the ‘Emergent Literacy and Language Early Childhood Checklist for Teachers’ (ELLECCT) tool, a comprehensive observational checklist designed to document early childhood teachers’ extratextual oral language and emergent literacy strategies during shared book reading. The ELLECCT measures teachers’ dialogic reading prompts, vocabulary promotion strategies, responsive statements, print knowledge and phonological awareness. The ELLECCT also contains a rating scale examining paralinguistic and nonverbal strategies used by early childhood teachers to support engagement during shared book reading interactions. The psychometric properties of the ELLECCT were measured in a four-phase process. Content validity was tested using the Content Validity Index and a three-round Delphi process was used to measure face validity. Both intra-rater and inter-rater reliability were evaluated from a sample of 32 shared book reading observations. The study findings provide preliminary evidence for the psychometric properties of the ELLECCT, such that it is judged as suitable for evaluation of early childhood teachers’ use of extratextual and paralinguistic strategies while engaged in shared book reading. We describe the ELLECCT’s potential application in both classroom coaching and training, and as a research tool, to support early childhood teachers’ skill-development during shared 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.

scholarly journals Story choice matters for caregiver extra-textual talk during shared reading with preschoolers

2019 ◽  
Vol 47 (3) ◽  
pp. 633-654
Author(s):  
Amber MUHINYI ◽  
Anne HESKETH ◽  
Andrew J. STEWART ◽  
Caroline F. ROWLAND
Keyword(s):  
Picture Books ◽  
Shared Reading ◽  
Preschool Age ◽  
False Belief ◽  
Book Reading ◽  
Language Abilities ◽  
Level Of Abstraction ◽  
Preschool Age Children ◽  
Text Reading

AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.

The effect of book format and parent language dominance on shared book reading in bilingual families

2021 ◽  
Author(s):  
Erin Quirk
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Shared Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Parent Child Interactions ◽  
Adult Reading ◽  
Book Format ◽  
Additional Support ◽  
Families First

Shared book reading - an adult reading to a child - supports children’s language development (e.g. Sénéchal, Pagan, & Leve, 2008). Most of what we know about shared book reading comes from studies of monolingual families, but shared book reading in bilingual families is different than in monolingual families. First, bilingual families must divide their book-reading time and resources between two languages. Second, bilingual parents may not be equally comfortable reading in both of their languages, which may influence how much and how well they read in each language. One recent study found that in bilingual families, parents own more books and read to their children more often in their stronger language (Gonzalez-Barrero et al., 2021). This could further disadvantage children’s oral language development in their weaker language. Bilingual books - books that tell a story in two languages - could be a useful tool to address this problem as they may provide additional support for reading in a weaker language. Yet little is known about how bilingual families engage with this format. This project addresses this gap by directly observing French-English bilingual parents and their preschool-aged children during shared reading with traditional single-language books and bilingual books. Shared reading interactions will be transcribed, coded and analyzed to assess the quantity and quality of parent-child interactions when reading 1) a bilingual or traditional single-language book and 2) in a stronger or weaker language.

scholarly journals Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs

2021 ◽  
Vol 12 ◽  
Author(s):  
Annemarie H. Hindman ◽  
Jean M. Farrow ◽  
Kate Anderson ◽  
Barbara A. Wasik ◽  
Patricia A. Snyder
Keyword(s):  
Head Start ◽  
Early Head Start ◽  
Book Reading ◽  
Lexical Diversity ◽  
New Words ◽  
Global Quality ◽  
Classroom Assessment Scoring System ◽  
Head Start Programs ◽  
Target Words

Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns—teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills
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