Literacy discussions in low-income families: The effect of parent questions on fourth graders’ retellings

Capotosto, Lauren; Kim, James S.

doi:10.1177/0142723715626071

Cited by 4 publications

(5 citation statements)

References 37 publications

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“…In a qualitative study of home-school connections, one father from Vietnam described listening to his child read an entire book in English, although he did not understand the text (Schulz, 2010). Moreover, parent–child conversations about books in middle childhood extend not only to books that parents and children read together, but also to books that children read independently (Capotosto & Kim, 2016; Saenz & Felix, 2007). Such studies suggest that the roles that parents and children assume for reading may shift as children become more proficient word readers.…”

Section: Background and Contextmentioning

confidence: 99%

Family Support of Third-Grade Reading Skills, Motivation, and Habits

et al. 2017

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as recent education reform efforts in the United States have prioritized family engagement as central to school improvement plans, school districts must grapple with ways to develop home-school partnerships (Mapp & Kuttner, 2013). Under the Every Student Succeeds Act (ESSA) of 2015, school districts must reserve 1% of Title I funds to assist schools in carrying out activities that foster family engagement, which can include home-based reading programs that promote alignment between home and school activities. Yet, researchers have repeatedly found that the effectiveness of these efforts is contingent upon the extent to which they acknowledge and build upon the funds of knowledge within the homes of culturally, linguistically, and socioeconomically diverse families (Dudley-Marling, 2009; Gallimore & Goldenberg, 2001; Janes & Kermani, 2001). Thus, understanding the ways in which families support their children's reading skills, motivation, and habits is imperative to working with families as partners in a child's education. Qualitative studies of family reading practices have been instrumental to highlighting the numerous ways in which culturally, linguistically, and socioeconomically diverse families support the development of their children's reading skills,

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Section: Background and Contextmentioning

confidence: 99%

Family Support of Third-Grade Reading Skills, Motivation, and Habits

et al. 2017

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“…Referential language (but not regulatory language) may contain prosodic contours that attract infant attention, although further research is needed to determine whether this is a viable explanation for the current findings. Additionally, questions are an integral piece of referential language, and questions encourage children to respond to ongoing conversations, although most research on this style of communication focuses on mothers of preschoolers (Capotosto & Kim, ; Kuchirko, Tamis‐Lemonda, Luo & Liang, 2015; Luo & Tamis‐LeMonda, ). Indeed, 27% of mothers’ referential utterances were questions at the 14‐month assessment, and this figure rose to 42% by the 24‐month assessment.…”

Section: Discussionmentioning

confidence: 99%

Becoming a Communicative Partner: Infant Contingent Responsiveness to Maternal Language and Gestures

Kuchirko

Tafuro

Tamis-LeMonda

2017

Infancy

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Infant contingent responsiveness to maternal language and gestures was examined in 190 Mexican American, Dominican American, and African American infant–mother dyads when infants were 14 and 24 months. Dyads were video‐recorded during book‐sharing and play. Videos were coded for the timing of infants’ vocalizations and gestures and mothers’ referential language (i.e., statements that inform infants about objects and events in the world; e.g., “That's a big doggy!”), regulatory language (i.e., statements that regulate infants’ attention or actions; e.g., “Look at that”, “Put it down!”), and gestures. Infants of all three ethnicities responded within 3 sec of mothers’ language and gestures, increased their responsiveness over development, and displayed specificity in their responses: They vocalized and gestured following mothers’ referential language and gestures, but were less likely than chance to communicate following mothers’ regulatory language. At an individual level, responsive infants had responsive mothers.

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“…Due to the limited English proficiency of most participants in the experiment, we asked the children to retell the story in Chinese. To score the retelling post-test, we transcribed children's verbal responses into text and scored the critical idea units in the story (Capotosto & Kim, 2016). The first author and a trained research assistant scored the test, and the inter-rater reliability was 95% among the group.…”

Section: Methodsmentioning

confidence: 99%