Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions

Curenton, Stephanie M.; Justice, Laura M.

doi:10.1080/10409280801963939

Cited by 114 publications

(100 citation statements)

References 47 publications

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“…Household income was also considered as a covariate, but it did not significantly predict children's participation during the book reading session (b = -.18, p = .13) and was related to maternal education (r = .39, p = .01). Since maternal education is strongly associated with the nature and quality of shared literacy activities as well as children's behaviors during these activities (Curenton, 2008), maternal education was controlled for in lieu of overall household income. The present study sought to minimize the number of covariates included in the regression analyses, in an effort to maintain a low n to k ratio so as not to obscure the estimate of variance reported (Yin & Fan, 2001).…”

Section: Resultsmentioning

confidence: 99%

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment

et al. 2008

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The current study describes the storybook reading behaviors of 45 preschoolers [30 with language impairment (LI) and 15 with typical language (TL)] and their mothers. Each dyad was observed reading a storybook within their homes, and sessions were subsequently coded for indicators of emotional and instructional quality as well as for child participation. Mothers of children with LI showed lower levels of emotional support than mothers of children with TL, although all mothers exhibited similar quality of instruction. The two groups of children were equally enthusiastic about the book; however, children with LI were observed to be less compliant than children with TL and showed a trend to be less persistent. For the children with LI, participation in the book reading task was found to be high only when mothers' behaviors were observed to be highly sensitive in nature, demonstrating the importance of exposing children to maternal behaviors that are responsive to their unique abilities and needs.

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Section: Resultsmentioning

confidence: 99%

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment

et al. 2008

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“…A considerable body of research has shown substantial variability in how often caregivers read with their children as well as their comfort with and beliefs about the value of this routine (Curenton & Justice, 2008;Roberts, Jurgens, & Burchinal, 2005). National data collected as part of the National Household Education Survey (n = 7,566) have shown that about one fourth of caregivers of young children report seldom reading with their young children (reading books with them on two or fewer occasions per week; Yarosz & Barnett, 2001).…”

Section: The Theoretical Domains Framework From the Field Of Implemenmentioning

confidence: 99%

Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers

Justice

Logan

Damschroder

2015

J Speech Lang Hear Res

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Purpose This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. Methods A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). The authors examined caregiver-level data corresponding to implementation issues from two randomized controlled trials and mapped these to domains in the TDF as well as empirically validated behavior-change techniques. Results Four barriers to implementation were identified as potentially affecting caregivers' implementation: time pressures, reading difficulties, discomfort with reading, and lack of awareness of benefits. These were mapped to 3 TDF domains: intentions, beliefs about capabilities, and skills. In turn, 4 behavior-change techniques were identified as potential vehicles for affecting these domains: reward, feedback, model, and encourage. An ongoing study is described that is determining the effects of these techniques for improving caregivers' implementation of a shared-reading intervention. Conclusions A description of the steps to identifying barriers to implementation, in conjunction with an ongoing experiment that will explicitly determine whether behavior-change techniques affect these barriers, provides a model for how implementation science can be used to identify and overcome implementation barriers in the treatment of communication disorders.

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“…İlgili alanyazında yer alan çalışmalar anne eğitim seviyesi ile annenin okuryazarlık alışkanlıkları, inançları ve çocuğunun okuryazarlık gelişimindeki rolü hakkında düşünceleri ile bağlantı olduğunu göstermektedir (örn. Curenton ve Justice, 2008;Skibbe, Justice, Zucker ve McGinty, 2008;Weigel, Martin ve Bennett, 2006). Annelerin çocukları ile birlik kitap okuma etkinlikleri sırasında fazla yazıya işaret etme/değinme durumları ile çocukların yazı farkındalıkları arasında bağlantı bulunduğu tespit edilmiştir (Justice ve Sofka, 2013;Weigel, Martin ve Bennett, 2006).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Filizlenen okuryazarlık: Okul öncesi dönem ses ve yazı farkındalığı becerilerini besleyen ev-içi kaynakların incelenmesi

Altun¹,

Erden²,

Snow³

2017

Eğitim Bilimlerinde Yenilikler Ve Nitelik Arayışı

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Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions

Cited by 114 publications

References 47 publications

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment

Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers

Filizlenen okuryazarlık: Okul öncesi dönem ses ve yazı farkındalığı becerilerini besleyen ev-içi kaynakların incelenmesi

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