Examining the effects of gender and genre on interactions in shared book reading

Anderson, Jim; Anderson, Ann; Lynch, Jacqueline; Shapiro, Jerry

doi:10.1080/19388070409558414

Cited by 53 publications

(67 citation statements)

References 30 publications

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“…Previous studies have demonstrated differences in speech across genre that differed in content (Anderson et al, 2004;DeTemple, 2001;Nyhout & O'Neill, 2013;Price et al, 2009), as well as the number of pictures per page (Peralta de Mendoza, 1995). We extended this line of research on book genre by providing evidence that the differences between chapter and picture books also play a role in children's participation in non-text discussions.…”

Section: Discussionmentioning

confidence: 70%

A comparison of preschool children’s discussions with parents during picture book and chapter book reading

Leech

Rowe

2014

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Discussions that occur during book reading between parents and preschool children relate to children’s language development, especially discussions during picture books that include extended discourse, a form of abstract language. While a recent report shows increased chapter book reading among families with preschool children, it is unknown whether chapter books also facilitate these types of conversations. Further, the substantial variation in preschoolers’ language ability raises the question of whether chapter book reading may be beneficial for all children of this age. The current study examined the discussions between five-year-old children (N = 33) and their parents while reading both a picture book and the first chapter of a chapter book. Findings are discussed in terms of the variation observed in the amount and types of discussion, how chapter book discussions compare to picture book discussions, and finally, how children’s narrative skill can serve as an indicator of children’s ability to participate in discussions, especially during chapter book reading.

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Section: Discussionmentioning

confidence: 70%

A comparison of preschool children’s discussions with parents during picture book and chapter book reading

Leech

Rowe

2014

First Language

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“…Several studies on parents' reading to children have examined the use of storybooks, but the genre of the books being read has usually been ignored (Anderson et al 2004). A few studies (e.g., Bus et al 1995;Torr 2007) have examined the parents reading stories to their children in relation to two genres (information and narrative texts).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Families’ Selection of Children’s Literature Books

Saracho

Spodek

2009

Early Childhood Educ J

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This study examined families' choices of children's literature books for joint story reading. Teachers, parents, and their children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other parents twice a week to learn and practice story reading techniques. They selected children's literature books that were of interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded to a questionnaire before the intervention. The results provided insight in relation to the parents' perceptions about literacy, reading with families, and story reading. All members of the families read to their children frequently or daily and engaged the children in conversations about the books read. The books chosen to be read to the children were categorized by genre, with modern fiction being the most popular genre.

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“…Predictably, the fact that, with the exception of Jesus' family in 12:46-50 and Herodias and her daughter in 14:1-12, women are portrayed "positively" by Matthew, has led to claims that we find in Matthew criticism of patriarchal structures and indications of equality for women. Anderson (1983) reads the Gospel of Matthew in terms of feminist literary criticism; she analyses the symbolic significance of gender in the gospel and emphasises the role of the implied reader. She finds that there is "a tension between the treatment of female gender as a positive attribute or irrelevant in comparison to other values and its treatment as a mark of subordinate status" (Anderson, 1983:21).…”

Section: Perspectivesmentioning

confidence: 99%

“…She sees Matthew giving women "important roles" and therefore the narrative strains "the boundaries of the gospel's patriarchal worldview" (Anderson, 1983:21). "Yet female gender renders the exemplary behavior of women as more of an achievement and heightens contrasts with male characters" (Anderson, 1983:21, my emphasis -PJJB).…”

Section: Perspectivesmentioning

confidence: 99%