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Honig, Alice Sterling; Shin, Meera

doi:10.1023/a:1026551403754

Cited by 18 publications

(1 citation statement)

References 15 publications

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“…A majority of parents reported that they began reading to their children between 2 to 4 years of age. This is generally older than parental reports in studies from other geographical locations in which children are read to as early as 6 to 12 months (e.g., Kucirkova et al 2012;Honig and Shin 2001;Sénéchal et al 1998;DeBaryshe 1993). However, there is no other data regarding age of exposure in India, so it is speculative to infer why reading is associated with older children in this sample of Indian families.…”

Section: Age and Frequency Of Exposurementioning

confidence: 68%

Parental Perspectives on Storybook Reading in Indian Home Contexts

Pandith

John

Bellon-Harn

et al. 2021

Early Childhood Educ J

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The benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding parent–child storybook reading experiences in Indian home contexts. This study investigated parental perspectives towards storybook reading in the Indian context among 100 parents of typically developing preschool children. In this questionnaire-based study, parental responses were collected and the patterns of reading exposure, child’s interest in reading, storybook reading practices, and attitudes & beliefs towards storybook reading were reported using descriptive statistics. Correlation between demographic variables (i.e., child’s age and socioeconomic status) and storybook reading domains were explored. The majority of parents initiated storybook reading with their children at 2 years of age or older. Parents read to their children one to two times per week for 10 min and had fewer than 10 books in the home. Parents reported that their children were interested in storybook reading and reported the use of quality storybook reading practices. Homes characterized with higher socioeconomic status included more quality home literacy environment factors, although socioeconomic status did not correlate with the parental beliefs and attitudes towards reading. Results provide preliminary information regarding parental perspectives on storybook reading in Indian home contexts and point toward socioeconomic and sociocultural variation in home literacy environments. Understanding more about the parental interactions surrounding storybook reading will facilitate the development of parent programs to enhance and promote quality home literacy environment in Indian home contexts.

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Section: Age and Frequency Of Exposurementioning

confidence: 68%

Parental Perspectives on Storybook Reading in Indian Home Contexts

Pandith

John

Bellon-Harn

et al. 2021

Early Childhood Educ J

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Content analysis of language‐promoting teaching strategies used in infant‐directed media

Vaala

Linebarger

Fenstermacher

et al. 2010

Infant and Child Development

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The number of videos produced specifically for infants and toddlers has grown exponentially in the last decade. Many of these products make educational claims regarding young children's language development. This study explores infant media producer claims regarding language development, and the extent to which these claims reflect different distributions of strategies known to promote young children's language development in live contexts. A content analysis of 58 DVDs for children under the age of three years was conducted. Claims related to language development and general knowledge information were identified from packaging and promotional materials. Video content was examined scene‐by‐scene for language‐promoting strategies. Finally, scene‐level content matching the specific language or general knowledge claims was ‘tagged’. Videos with more explicit language claims had a significantly higher percentage of scenes with language content and language‐promoting strategies than those without such claims. Verbal labels of onscreen referents were common across videos. Onscreen print significantly co‐occurred with language claims, which was surprising given that infants were the target audience and they cannot read. Production techniques that are likely to increase orientation to important language content, such as sound effects, and audience elicitation, significantly co‐occurred with language content, but point/give objects or follow gaze teaching strategies and vocabulary definitions were only infrequently used. Implications for the creation of developmentally appropriate videos for infants and toddlers are discussed. Copyright © 2010 John Wiley & Sons, Ltd.

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Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers

Vallotton¹,

Gardner-Neblett²,

Kim³

et al. 2023

The Reading Teacher

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Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to infants' eye gaze and to support toddlers to respond with gestures. This article presents 10 research‐based practices for book‐sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group.

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Untitled

Cited by 18 publications

References 15 publications

Parental Perspectives on Storybook Reading in Indian Home Contexts

Parental Perspectives on Storybook Reading in Indian Home Contexts

Content analysis of language‐promoting teaching strategies used in infant‐directed media

Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers

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