From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play

Massey, Susan L.

doi:10.1007/s10643-012-0524-y

Cited by 27 publications

(17 citation statements)

References 35 publications

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“…However, there is variability in the way that parents read with children, and some parent-child reading sessions are characterized by only limited discussions and few stimulating exchanges (e.g., van Kleeck, Gillam, Hamilton, & McGrath, 1997). As researchers have pointed out, simply reading books to children without quality language interactions may not be enough to significantly promote children's language skills (e.g., DeTemple, 2001;Gonzalez et al, 2014;Massey, 2013;Teale, 2003). In fact, many studies have shown that the sheer frequency of book reading has no or only a modest relation to children's language skills (e.g., Bus, van IJzendoorn, & Pellegrini, 1995;Zucker, Cabell, Justice, Pentimonti, & Kaderavek, 2013).…”

Section: Introductionmentioning

confidence: 99%

Maternal Inferential Input and Children's Language Skills

Tompkins

Bengochea

Nicol

et al. 2017

Reading Research Quarterly

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Researchers have consistently found a link between the quality of early parent–child book‐reading interactions and children's language skill. Two aspects of quality (level of abstraction and utterance function) were examined simultaneously in the current study to further refine our understanding of how parents’ talk during shared reading predicts children's vocabulary growth and elicits children's participation in book reading. To achieve this aim, the authors examined mothers’ extratextual utterances while reading to their preschool children across a continuum of four levels of abstraction (two literal and two inferential) and in terms of utterance function (wh‐ question, yes/no question, and statement). In a sample of 49 mother–child dyads (mean child age = 4.47 years), the authors found that mothers’ inferential yes/no questions and statements predicted children's receptive vocabulary growth over six months, controlling for children's age, mothers’ education, and frequency of reading, and that mothers’ inferential wh‐ questions and literal utterances of all types were not predictive of children's vocabulary growth. Using sequential analysis, the authors also found significant contingencies between mothers’ utterances and children's responses during shared reading that were within the same level of abstraction across all utterance functions. These results are discussed in relation to prior work that has largely examined these two qualities of parent–child book interactions separately.

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Section: Introductionmentioning

confidence: 99%

Maternal Inferential Input and Children's Language Skills

Tompkins

Bengochea

Nicol

et al. 2017

Reading Research Quarterly

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“…This kind of research could answer questions about whether or not more focused strategies or curricula utilized by the teacher can enhance play and if this type of intervention could support academic learning during play. There has been recent attention paid to the concept of "guided play" or structured play in which an adult scaffolds the environment and interactions that occur during play (Massey, 2012;Tsao, 2008). Most of this work has focused specifically on literacy development.…”

Section: Differentiating Profile Types Based On Academic Trajectoriesmentioning

confidence: 99%

Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start.

Bell

Greenfield

Bulotsky‐Shearer

et al. 2016

Journal of Educational Psychology

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“…Unlike adult-led guided play, in which adults generally take the lead in terms of play type choice, preparation and in-play interactions (Massey, 2013), this project highlighted the self-initiated spontaneous play of a preschooler as a way of representing the books she had read. As might be expected from the childinitiated play, various types of unstructured play ideas emerged by the child's own efforts and enacted with the resources available in her immediate environment.…”

Section: Deciding What Types Of Play To Domentioning

confidence: 99%

‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play

Park

2015

SISAL

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The main theme of this article is examining the active role that young English language learners (ELLs) play in making important choices that affect their own language learning and research participation. I will consider the growing emphasis in child Second Language Acquisition (SLA) on the importance of exploring children’s perspectives about their participation in research and English language development as a second language. The first part of this article discusses the new paradigm in child SLA, which takes note of the voices of young children in research rather than overlooks their agency in favor of an adult perspective, while the second part describes an exploratory case study of a 5-year-old Korean-English learner and illustrates how a very young ELL makes decisions as an active research participant in engaging English storybooks as self-access resources in the child’s spontaneous play at home.

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From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play

Cited by 27 publications

References 35 publications

Maternal Inferential Input and Children's Language Skills

Maternal Inferential Input and Children's Language Skills

Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start.

‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play

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