Child Miscues and Parental Feedback During Shared Alphabet Book Reading and Relations With Child Literacy Skills

Davis, Bronwen J.; Evans, Mary Ann; Reynolds, Kailey

doi:10.1080/10888431003623504

Cited by 22 publications

(7 citation statements)

References 32 publications

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“…their rate of successful naming), but not which words they produced. The impact of index words in literacy acquisition is also not clear, since children often fail to connect the spelling, sounds, and meanings of words, even when explicitly coached by their parents using alphabet books (Davis, Evans, & Reynolds, 2010). However, there is abundant evidence that alphabet books do promote alphabet learning (e.g.…”

Section: Index Words In Literacy Learningmentioning

confidence: 99%

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Mankin

Simner

2017

Multisens Res

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This study investigates the origins of specific letter-colour associations experienced by people with grapheme-colour synaesthesia. We present novel evidence that frequently observed trends in synaesthesia (e.g. A is typically red) can be tied to orthographic associations between letters and words (e.g., "A is for apple"), which are typically formed during literacy acquisition. In our experiments, we first tested members of the general population to show that certain words are consistently associated with letters of the alphabet (e.g. A is for apple), which we named index words.Sampling from the same population, we then elicited the typical colour associations of these index words (e.g. apples are red) and used the letter  index word  colour connections to predict which colours and letters would be paired together based on these orthographic-semantic influences. We then looked at direct letter-colour associations (e.g., A  red, B  blue…) from both synaesthetes and non-synaesthetes. In both populations, we show statistically that the colour predicted by index words matches significantly with the letter-colour mappings: that is, A  red because A is for apple and apples are prototypically red. We therefore conclude that letter-colour associations in both synaesthetes and non-synaesthetes are tied to early-learned letter-word associations.

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Section: Index Words In Literacy Learningmentioning

confidence: 99%

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Mankin

Simner

2017

Multisens Res

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“…For example, shared reading of informational texts results in more cognitively challenging talk between adults and children (e.g. Price et al., 2012), and reading alphabet books can elicit a higher rate of phonological awareness and print concept behaviour by parents (Davis et al., 2010; Stadler and McEvoy, 2004). Moschovaki and Meadows (2005) found that the use of the more familiar narrative text type in an information book resulted in more predictive and analytic comments by children.…”

Section: Introductionmentioning

confidence: 99%

Book selection for shared reading: Parents’ considerations and researchers’ views

Deitcher

Aram

Adar

2017

Journal of Early Childhood Literacy

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This qualitative study explores parents’ considerations in selecting narrative picturebooks to read with their children. Participants included 104 middle-socioeconomic status parents (84 mothers, 20 fathers) of young children (51 boys, 53 girls; Mage = 61.26, SD = 9.52). We presented parents with two translated children’s books whose content was previously unfamiliar to them: Maurice Sendak’s Where the Wild Things Are (1991) and Julia Donaldson’s Where’s My Mom? (2008). A semi-structured interview stimulated the conversation surrounding what parents consider is a good book to read to their children, what they like in a good children’s book, and why. Parents’ responses highlighted some main considerations: purpose behind their reading, illustrations, centrality of the written text and structure. We highlight how these elements are similar to and different from those that have emerged from research in children’s development, literacy and literature, and recommend how parents, practitioners and the research community can dialogue in ways that may enhance adult–child book interactions.

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“…Moreover, they do so with the intent of fostering alphabetic knowledge (Nowak & Evans, 2013). Despite this, studies using paper alphabet books are rare (for exceptions, see Brabham, Murray, & Bowden, 2006;Davis, Evans, & Reynolds, 2010;Lachner, Zevenbergen, & Zevenbergen, 2008;Murray, Stahl, & Ivey, 1996;Smolkin & Yaden, 1992;Stadler & McEvoy, 2003), and only one study of digital alphabet books (Willoughby, Evans, & Nowak, 2015) has been identified by the present authors. Therefore, research on alphabet books and alphabet eBooks is much needed.…”

Section: Alphabet Booksmentioning

confidence: 89%

Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

Deasley

Evans

Nowak

et al. 2016

Canadian Journal of School Psychology

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In a sample of 128 Canadian junior kindergarten children (66 boys), we examined sex differences in emergent literacy and behaviour when listening to and interacting with books of four types: alphabet books with simple text and illustrations, traditional alphabet books with complex text and illustrations, alphabet eBooks, and illustrated storybooks. Girls outperformed boys on tests of emergent literacy. Engagement while listening to books being read was highest for storybooks but there was a sex by condition effect: Boys were less engaged with complex alphabet books than the other book types, whereas girls were less engaged with simple alphabet books than storybooks. During independent reading, both sexes spent significantly more time on-task in the eBook condition but less of their activity involved letter-related behaviours (e.g., saying letter names). Boys spent less time involved in letter-related behaviour than girls. This research contributes to identifying and promoting factors related to early academic success.

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Child Miscues and Parental Feedback During Shared Alphabet Book Reading and Relations With Child Literacy Skills

Cited by 22 publications

References 32 publications

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

A Is for Apple: the Role of Letter–Word Associations in the Development of Grapheme–Colour Synaesthesia

Book selection for shared reading: Parents’ considerations and researchers’ views

Sex Differences in Emergent Literacy and Reading Behaviour in Junior Kindergarten

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