Five-year-olds' book talk and story retelling: Contributions of mother—child joint bookreading

Kang, Jennifer Yusun; Kim, Young-Suk; Pan, Barbara Alexander

doi:10.1177/0142723708101680

Cited by 54 publications

(61 citation statements)

References 47 publications

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“…Our findings further suggested that mothers' book‐sharing styles are associated with individual and ethnic variations in children's storytelling styles. Our findings highlighted the role of questions – characteristic of a dialogic style – for children's narrative development (Cristofaro & Tamis‐LeMonda, ; Kang et al, ; Melzi & Caspe, ; Reese & Newcombe, ). At the individual level, mothers' questions were associated with children's narrative contributions during book‐sharing.…”

Section: Discussionsupporting

confidence: 56%

Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families

et al. 2014

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The present study examined book‐sharing interactions between mothers and their 4‐year‐old children from African American (n = 62), Dominican (n = 67), Mexican (n = 59) and Chinese (n = 82) low‐income U.S. families, and children's independent storytelling skills one year later. Mothers' book‐sharing style was analysed in terms of how much storyline information they provided (story components), the extent to which they asked children about the story (dialogic emphasis) and which features of the story they highlighted (story content). African American mothers referred to more story components than did Dominican mothers, and Mexican mothers surpassed Dominican and Chinese mothers. Mothers of all groups were low in dialogic emphasis; they predominantly narrated rather than asked about the story, although Mexican mothers asked relatively more questions than did African American and Dominican mothers. In terms of content, compared with other groups, African American mothers were most likely to emphasize ‘individual goals’, and Chinese mothers were most likely to emphasize ‘negative consequences’. Latino mothers were more likely to emphasize ‘emotions’ than were Chinese mothers. Children's storytelling styles partially mirrored those seen in their mothers. Mothers' dialogic emphasis related to children's contributions to book‐sharing, which in turn predicted children's later independent storytelling skills. Copyright © 2014 John Wiley & Sons, Ltd.

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Section: Discussionsupporting

confidence: 56%

Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families

et al. 2014

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“…First, the results indicated that a child's engagement with literal text representation was related to his or her buddy's engagement with literal text representation. Thus, modelling the use of literal text representation in the preschool buddy‐reading context can be effective, similar to the effectiveness of modelling that occurs during adult–child joint reading (e.g., Danis et al, ; Hammett, Bradley & van Kleeck, ; Kang et al, ; Moschovaki et al, ; Zucker et al, ). Second, children's engagement with comprehension monitoring, such as agreeing, was related to their buddies’ engagement with inferential interpretations of text.…”

Section: Discussionmentioning

confidence: 85%

Preschoolers’ engagement with reading behaviours: a statistical discourse analysis of peer buddy‐reading interactions

Christ

Chiu

Wang

2012

Journal Research in Reading

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Developing reading behaviours in early childhood is essential for later reading comprehension. This study explored how peer buddy reading could potentially support emergent readers’ engagement with reading behaviours. Across 40 buddy‐reading events, 14 preschoolers (ages 4.0–5.5 years) produced 1,359 conversation turns, which were coded for a variety of reading behaviours including comprehension, thematic vocabulary use and concepts about print. Using statistical discourse analysis, we examined how children's engagement with reading behaviours was related to their buddies’ engagement with reading behaviours in subsequent conversation turns during buddy‐reading events. Findings suggest that some of preschoolers’ reading behaviours, such as literal text representation, inferential text interpretation, character development and comprehension monitoring were related to their buddies’ engagement with reading behaviours; others, such as vocabulary and concepts about print, were not. Implications include that buddy reading can be used to support preschoolers’ engagement with some reading behaviours, such as certain aspects of comprehension.

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“…Another shortcoming of this study was that it did not consider home and school language practices, although they may be related to the children's overall oral language production skills. For example, the number of books available at home and the frequency: and quality of parent-child joint böokreading play an important role in children's overall language and hteracy development (Kang, Kim, & Pan, 2009;Snow, 1983), and "the most important facilitator of narrative development turns out to be the extent to which parents are sensitive to their children's conversational attempts" (Verhoeven & Strömqvist, 2001, p.6), but such information was not considered in this study. Finally, since wordless picturebook elicitation may have eliminated potential cultural differences in story organization and structuring, and since "narrative assessments that seem comparable may pose different processing demands on bilingual speakers" (Uccelli and Páez, 2007), différent elicitation strategies should be considered in future studies, especially since previous studies, as well as the current study, mostly relied on the "frog story" or similar picture-elicited narratives and personal narratives (Berman & Slobin, 1994;Hickmann et al, 1996;Kang, 2003;2004;Muñoz et al, 2003;Uccelli & Páez, 2007).…”

Section: Discussionmentioning

confidence: 99%

How do narrative and language skills relate to each other?

Kang¹

2012

Self Cite

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Past studies on narratives have identified two main dimensions of narrative production: the story-related narrative quality, which relates to the narrative structure and evaluations, and the language-related quality, which relates to the appropriate use of linguistic devices that contribute to the overall discourse cohesion. Although studies on the language development of monolinguals and bilinguals have demonstrated the developmental nature of the two different narrative dimensions, little attention has been paid to the potential relationship between them. Thus, this study aimed to identify the interrelationship between the two main narrative quality skills and explored the role of cross-language facilitations for performance on each of these narrative dimensions. Oral Frog Story narratives produced by 70 six-year-old Korean English as a Foreign Language (EFL) learners were analyzed. The findings indicated that the two narrative sub-dimensions play facilitative roles for each other within English (L2), and that there are cross-language contributions for only the linguistic quality of narratives. The findings are discussed in relation to the bilingual children's language proficiency and the degree of differences in narrative conventions across the two languages.

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Five-year-olds' book talk and story retelling: Contributions of mother—child joint bookreading

Cited by 54 publications

References 47 publications

Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families

Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families

Preschoolers’ engagement with reading behaviours: a statistical discourse analysis of peer buddy‐reading interactions

How do narrative and language skills relate to each other?

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