Parent-Child Interaction in Three Conversational Contexts: Variations in Style and Strategy

Crain-Thoreson, Catherine; Dahlin, Michael P.; Powell, Terris A.

doi:10.1002/cd.13

Cited by 86 publications

(58 citation statements)

References 16 publications

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“…Shared book reading between mothers and their children exposes children to the various types of story structure, rich vocabulary, and grammatical forms found in children's books (Bus, van IJzendoorn, & Pellegrini, 1995;Crain-Thoreson, Dahlin, & Powell, 2001;Heath, 1982;Van Dongen & Westby, 1986). In a cross-sectional study, frequent book reading was related to the English narrative skills of middle-class monolingual preschoolers (Doiron & Shapiro, 1988).…”

Section: Home Literacy Environmentmentioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

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Section: Home Literacy Environmentmentioning

confidence: 99%

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Bitetti

Hammer

2016

J Speech Lang Hear Res

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“…According to Crain-Thoreson, Dahlin, and Powell (2001), parents who used play situations as opportunities to encourage their 3-and 4-year-oldsÕ use of language were able to stretch their language abilities by using more sophisticated vocabulary in one language. This can also happen with another language, such as in the case of Portuguese in this study.…”

Section: Conclusion and Applicationsmentioning

confidence: 99%

Families Learn Together: Reconceptualizing Linguistic Diversity as a Resource

Souto‐Manning

2006

Early Childhood Educ J

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“…Since the home is typically the first place in which a child is exposed to language, a significant body of research has focused on the influence of children's home environments on literacy development (DeBaryshe et al 2000;Green et al 2002;Lonigan & Shanahan, 2008). Perhaps the strongest home-related factor is parent-child interactions (Crain-Thoreson, Dahlin & Powell, 2001;Curenton, Craig & Flanigan, 2008). Researchers have found that children who experience child-directed speech from a parent or caregiver tend to develop complex vocabularies and efficient information processing.…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying scalable policy solutions: A state-wide cross-classified analysis of factors related to early childhood literacy

Vagi

Collins

Clark

2017

EPAA

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Given the critical role that literacy plays in children’s academic and personal development, policymakers have increasingly focused on policies related to early childhood literacy, particularly among poor and minority students. In this study, authors use a census of data from Arizona, a state with a large and growing population of traditionally low-performing demographic groups, to identify school, district, and community health factors that plausibly influence third grade literacy rates. Authors find two independent measures of student attendance related to school-level reading achievement after controlling for a variety of factors that have been identified in previous studies of student achievement. The findings indicate that policies aimed at increasing school-level attendance rates may be effective and inexpensive approaches to increasing childhood literacy rates.

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Parent-Child Interaction in Three Conversational Contexts: Variations in Style and Strategy

Cited by 86 publications

References 16 publications

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Families Learn Together: Reconceptualizing Linguistic Diversity as a Resource

Identifying scalable policy solutions: A state-wide cross-classified analysis of factors related to early childhood literacy

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