scholarly journals Inferencing questions embedded in a children’s book help children make more inferences

2019 ◽  
Vol 40 (2) ◽  
pp. 172-191
Author(s):  
Björn B. de Koning ◽  
Stephanie I. Wassenburg ◽  
Lesya Y. Ganushchak ◽  
Eke Krijnen ◽  
Roel van Steensel
Keyword(s):  
Early Literacy ◽  
Reading Interventions ◽  
Shared Reading ◽  
Literacy Programs ◽  
Book Reading ◽  
Shared Book Reading ◽  
Story Comprehension ◽  
Implicit Information ◽  
Children's Book ◽  
Parents And Children

The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted inferencing questions in a story that children (4.3–6.6 years) and parents ( N = 32 parent–child dyads) read together increases the number of inferences during shared reading and supports children’s story comprehension. Results showed that during shared book reading parents and children made more inferences when the book contained scripted inferencing questions. However, there were no associated benefits regarding story comprehension: having read with scripted inferencing questions resulted in comparable story comprehension as reading without scripted inferencing questions. In addition, after reading with scripted inferencing questions more inferences were made during shared reading of a second book without scripted inferencing questions.

scholarly journals The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial

2020 ◽  
Vol 63 (6) ◽  
pp. 1878-1897
Author(s):  
Claire Noble ◽  
Thea Cameron-Faulkner ◽  
Andrew Jessop ◽  
Anna Coates ◽  
Hannah Sawyer ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Reading Interventions ◽  
Language Skills ◽  
Controlled Trial ◽  
Shared Reading ◽  
Early Years ◽  
Book Reading ◽  
Shared Book Reading ◽  
Reading Behaviors ◽  
Randomized Controlled

Purpose Research has indicated that interactive shared book reading can support a wide range of early language skills and that children who are read to regularly in the early years learn language faster, enter school with a larger vocabulary, and become more successful readers at school. Despite the large volume of research suggesting interactive shared reading is beneficial for language development, two fundamental issues remain outstanding: whether shared book reading interventions are equally effective (a) for children from all socioeconomic backgrounds and (b) for a range of language skills. Method To address these issues, we conducted a randomized controlled trial to investigate the effects of two 6-week interactive shared reading interventions on a range of language skills in children across the socioeconomic spectrum. One hundred and fifty children aged between 2;6 and 3;0 (years;months) were randomly assigned to one of three conditions: a pause reading, a dialogic reading, or an active shared reading control condition. Results The findings indicated that the interventions were effective at changing caregiver reading behaviors. However, the interventions did not boost children's language skills over and above the effect of an active reading control condition. There were also no effects of socioeconomic status. Conclusion This randomized controlled trial showed that caregivers from all socioeconomic backgrounds successfully adopted an interactive shared reading style. However, while the interventions were effective at increasing caregivers' use of interactive shared book reading behaviors, this did not have a significant impact on the children's language skills. The findings are discussed in terms of practical implications and future research. Supplemental Material https://doi.org/10.23641/asha.12420539

scholarly journals The Impact of Shared Book Reading on Children’s Language Skills: A Meta-Analysis

2018 ◽  
Author(s):  
Claire Noble ◽  
Giovanni Sala ◽  
Michelle Peter ◽  
Jamie Lingwood ◽  
Caroline F Rowland ◽  
...  
Keyword(s):  
Language Development ◽  
Reading Interventions ◽  
Language Skills ◽  
Meta Analysis ◽  
Shared Reading ◽  
Outcome Variable ◽  
Book Reading ◽  
Shared Book Reading ◽  
Control Group ◽  
The Impact

Shared book reading is thought to have a positive impact on young children’s language development, with shared reading interventions often run in an attempt to boost children’s language skills. However, despite the volume of research in this area, a number of issues remain outstanding. The current meta-analysis explored whether shared reading interventions are equally effective (a) across a range of study designs; (b) across a range of different outcome variables; and (c) for children from different SES groups. It also explored the potentially moderating effects of intervention duration, child age, use of dialogic reading techniques, person delivering the intervention and mode of intervention delivery.Our results show that, while there is an effect of shared reading on language development, this effect is smaller than reported in previous meta-analyses (g ̅ = 0.215, p < .001). They also show that this effect is moderated by the type of control group used and is negligible in studies with active control groups (g ̅ = 0.021, p = .783). Finally, they show no significant effects of differences in outcome variable (ps ≥ .400), socio-economic status (p = .654), or any of our other potential moderators (ps ≥ .103), and non-significant effects for studies with follow-ups (g ̅ = 0.145, p = .070). On the basis of these results, we make a number of recommendations for researchers and educators about the design and implementation of future shared reading interventions.

scholarly journals MENINGKATKAN PEMAHAMAN CERITA DENGAN PENDEKATAN SHARED BOOK READING DI PAUD

2019 ◽  
Vol 2 (1) ◽  
pp. 100-119
Author(s):  
Siti Shaliha ◽  
Rose Mini Agoes Salim ◽  
Rini Hildayani
Keyword(s):  
Cognitive Skills ◽  
Book Reading ◽  
Shared Book Reading ◽  
Sign Test ◽  
Story Comprehension ◽  
Childhood Education ◽  
Approach Training ◽  
Post Test ◽  
Comprehension Score ◽  
The Relationship

ABSTRAK Pendekatan membacakan buku cerita oleh guru akan membantu anak meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading(SBR) dan pemahaman anak terhadap cerita. Penelitian ini menggunakan within subject designdengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada masing-masing kondisi yang diberikan. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak (rentang usia 4-5 tahun)di Satuan PAUD Sejenis (SPS). Data kuantitatif yang diperoleh mengenai pemahaman anak terhadap cerita dianalisa menggunakan uji sign test. Penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru. Pengukuran pemahaman anak terhadap cerita dan keterampilan guru dalam menggunakan pendekatan saat membacakan buku cerita dilakukan sebanyak tiga kali pada tahap pre-test,post test 1dan post test 2, untuk melihat peningkatan yang terjadi setelah pemberian intervensi.Hasil penelitian ini menunjukkan bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan SBR dengan nilai probabilitas .05, yaitu 0.01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan SBR yang ditampilkan di dalam grafik. Kata kunci: pemahaman anak terhadap cerita; anak 4-5 tahun; guru; pendekatan membaca SBR; pelatihan. ABSTRACT Certain reading approach used by the teacher will help children to improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children’s story comprehension score in each condition given. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children’s story comprehension. This study also provides training for teachers as well as measuring teacher’s skills. The measurement of children’s story comprehension and teachers’s skill in reading book to children was conducted three time, in pre-test, post-test 2, and post-test 2, to perceive the skill’s improvement. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with SBR approach by showing probability value of 0.05, which is 0.01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the SBR approach shown in the graph. Keywords: children’s story comprehension; 4-5 years old children; teacher; SBR approach; training.

The very hungry caterpillar turned into a butterfly: Children's and parents' enjoyment of different book genres

2016 ◽  
Vol 17 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Sarah-Jane L Robertson ◽  
Elaine Reese
Keyword(s):  
Reading Strategies ◽  
Receptive Language ◽  
Shared Reading ◽  
Book Reading ◽  
Language And Literacy ◽  
Letter Naming ◽  
Narrative Skills ◽  
Parents And Children ◽  
Reading To Children ◽  
Shared Narrative

This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children. Parents then completed measures of book enjoyment, book exposure and book genre preference. Children completed a battery of language and literacy measures tapping into expressive and receptive language, letter naming fluency, phonological awareness and narrative skills. Parents reported that they most frequently shared narrative picture books at home; however, they reported that their children enjoyed the expository book more than the narrative book in this study. Parents' book-reading strategies were related to children's language and literacy, with higher level strategies positively related and lower level strategies negatively related to children's language and literacy. This pattern was the same for the narrative and expository book. These results suggest that the most important task is to find books that motivate both parents and children to engage in and enjoy reading interactions.

Shared Book Reading and Bilingual Decoding in Latinx Immigrant Homes

2020 ◽  
Vol 52 (2) ◽  
pp. 180-208
Author(s):  
Amanda K. Kibler ◽  
Judy Paulick ◽  
Natalia Palacios ◽  
Tatiana Hill
Keyword(s):  
Family Literacy ◽  
Literacy Practices ◽  
Shared Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Reading Practices ◽  
Major Focus ◽  
Context Sensitive ◽  
Family Literacy Practices ◽  
Older Siblings

Through in-home ethnographic observations of three multilingual immigrant families’ shared book reading, we identified recurring literacy practices in the home in which mothers, older siblings, and younger children participated during the reading. We found that families engaged in context-sensitive and cooperative shared reading practices, wherein decoding tended to be the focus. This practice—which we call transcultural decoding—involved multidirectional language socialization practices and occurred across languages, and older family members contributed both expertise and restrictive conceptions of reading. This work suggests the importance of (a) acknowledging the major focus on decoding during shared reading in families, and reconceptualizing that work as complex and nuanced, particularly across languages and cultures, and (b) considering siblings as cultural and linguistic mediators in family literacy practices.

scholarly journals Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841987838 ◽  
Author(s):  
Stephanie M. Reich ◽  
Joanna C. Yau ◽  
Ying Xu ◽  
Tallin Muskat ◽  
Jessica Uvalle ◽  
...  
Keyword(s):  
Early Literacy ◽  
Emotional Engagement ◽  
Book Reading ◽  
Story Comprehension ◽  
Older Children ◽  
Literacy Experiences ◽  
Electronic Reading ◽  
Print Books ◽  
Print Book ◽  
Print Reading

Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3–5 years) to be read the same book (1) with auto-narration on a tablet or 2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension.

Building Comprehension Skills of Young Children With Autism One Storybook at a Time

2021 ◽  
Vol 52 (1) ◽  
pp. 153-164 ◽  
Author(s):  
Veronica P. Fleury ◽  
Kelly Whalon ◽  
Carolyn Gilmore ◽  
Xiaoning Wang ◽  
Richard Marks
Keyword(s):  
Autism Spectrum ◽  
Relative Strength ◽  
Shared Reading ◽  
Vocabulary Knowledge ◽  
Literacy Skill ◽  
Book Reading ◽  
Shared Book Reading ◽  
Children With Asd ◽  
Comprehension Skills ◽  
Reading Activities

Purpose Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills—indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method In this tutorial, we describe ways in which practitioners can support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension.

Shared Book Reading Interventions With English Learners: A Meta-Analysis

2018 ◽  
Vol 88 (5) ◽  
pp. 712-751 ◽  
Author(s):  
Lisa Fitton ◽  
Autumn L. McIlraith ◽  
Carla L. Wood
Keyword(s):  
English Learners ◽  
Meta Analysis ◽  
The United States ◽  
Shared Reading ◽  
Educational Activity ◽  
Sensitivity Analyses ◽  
Book Reading ◽  
Shared Book Reading ◽  
The Impact ◽  
Positive Effect

The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analysis included 54 studies of shared reading conducted in the United States. Features of the intervention and child characteristics were tested as potential moderators, and the impact of methodological criteria was examined using sensitivity analyses. Results revealed an overall significant, positive effect of shared reading on English learners’ outcomes. Children’s developmental status moderated this effect, with larger effect sizes found in studies including only typically developing participants than in studies including only participants with developmental disorders. No other significant moderators were identified. The main positive effect was robust to the application of more stringent methodological inclusion criteria. These results support shared book reading as an early educational activity for young English learners.

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