Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families

Zevenbergen, Andrea A.; Whitehurst, Grover J.; Zevenbergen, Jason

doi:10.1016/s0193-3973(03)00021-2

Cited by 143 publications

(131 citation statements)

References 35 publications

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“…For example, during the experimental conditions, the children did not follow the text with their eyes and did not interrupt to ask questions and questions were not asked of them. Therefore, we cannot compare our findings directly with more interactive reading programmes (Chow et al, 2008;Reese & Cox, 1999;Sénéchal & LeFevre, 2002;Zevenbergen, Whitehurst, & Zevenbergen, 2003). However, by designing the experiment in this way, we gained tighter control over the role of story modality, because the interactiveness of the children was more homogeneous.…”

Section: Discussionmentioning

confidence: 97%

Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading

et al. 2013

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Both reading and language experiences contribute to vocabulary development, but questions remain as to what effect each has and when. This article investigates the effects that reading, telling and sharing a story have on vocabulary acquisition. Children (N = 37) were told nine stories in a randomized, single-blind and counterbalanced 2 × 3 mixed design. The between-subjects variable was grade (2 vs 4) and the within-subjects factor was the story condition, being either read (adult read aloud) or told (free story telling) to the children, or read silently by the children (independent reading). Each story contained two rare target words that were unlikely to have been previously known to the children. Measures of receptive vocabulary, decoding, reading comprehension and target vocabulary acquisition from the story were also administered. Children in grade 4 performed better on the vocabulary acquisition test and there was a main effect for

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Section: Discussionmentioning

confidence: 97%

Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading

et al. 2013

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“…In one, Zevenbergen, Whitehurst, and Zevenbergen (2003) found that children who participated in a dialogic reading intervention produced richer narratives than children who did not participate in the intervention. Expanding on that, Reese, Leyva et al (2010) compared two interventions: children whose mothers use an elaborative reminiscing strategy improved their narrative skills in comparison to the use of dialogic reading.…”

Section: Using Questions To Scaffold Narrative Productionmentioning

confidence: 99%

Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives

Silva

Strasser

Cain

2014

Early Childhood Research Quarterly

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USING QUESTIONS TO SCAFFOLD NARRATIVE PRODUCTION 2This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question-answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task.

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“…Therefore, it contributes with the still scarce literature that relates dialogic reading with gains in comprehension of narratives. Most of the surveys about interactive shared reading (e.g., Fontes & Cardoso-Martins, 2004;Lever & Sénéchal, 2011;Whitehurst et al, 1988;Zevenbergen, Whitehurst & Zevenbergen, 2003) comprised children of 2 to 6 years old, used illustrated books with few or no texts, and did not measure the effects on the comprehension of the story, focusing on other aspects (e.g., gains of expressive vocabulary measured through standardized tests). This survey, by finding positive effects of the dialogic reading on the comprehension of texts among children aged 8-13 years, suggests that dialogic reading could promote not only gains in vocabulary, but also the comprehension of the story when interventions during the shared reading (prompts, differential reinforcers and expansions of the child's responses) are planned to facilitate the control of the child's verbal behavior through important thematic dimensions of the narrative.…”

Section: Discussionmentioning

confidence: 99%

Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa

Medeiros

Flores

2016

Psic.: Teor. e Pesq.

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-We investigated the effects of dialogic reading -reading aloud interspersed with questions and feedback based on narrative thematic dimensions (functions) -on the comprehension of brother Grimm's tales. Twenty-two tales were read individually to three children (aged 8, 8 and 13 years), in a baseline condition (Straight reading) and intervention (Dialogic reading), using multiple baseline design across participants. Comprehension was assessed through percentage of story events and narrative functions verbalized during retelling tasks. Correspondence between tales and retelling was higher under the Dialogic Reading condition, especially for narrative functions. The role of questions, differential reinforcement and text are discussed. Keywords: shared reading, verbal behavior, text comprehension, Behavior AnalysisCompreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa RESUMO -Investigou-se o efeito da leitura dialógica -leitura em voz alta intercalada com perguntas e feedback baseados em dimensões temáticas (funções) da narrativa -sobre a compreensão de contos dos Irmãos Grimm. Vinte e dois contos foram lidos individualmente a três crianças, sendo duas com oito anos de idade e uma com treze, de forma simples (sem intervenções adicionais) e dialógica, em um delineamento de linha de base múltipla por participante. A compreensão foi avaliada por meio da porcentagem de eventos do enredo e funções da narrativa verbalizadas em tarefas de reconto. A correspondência entre as histórias e os recontos foi superior na condição Leitura Dialógica, especialmente para funções narrativas. Discute-se o papel das perguntas, do reforçamento diferencial e do texto nos efeitos encontrados.

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Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families

Cited by 143 publications

References 35 publications

Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading

Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading

Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives

Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa

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