Parent Education for Dialogic Reading: Online and Face-to-Face Delivery Methods

Beschorner, Beth; Hutchison, Amy

doi:10.1080/02568543.2016.1178197

Cited by 21 publications

(12 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Both the face-to-face and online classes helped parents learn new parenting ideas and techniques for using digital media. This programme, along with Beschorner and Hutchinson’s ( 2016 ) study, demonstrates the need for further research on providing parent education online because this mode of teaching appears effective and there are myriad online teaching tools and learning platforms available.…”

Section: Literature Reviewmentioning

confidence: 77%

“…Typically, parent education and ILAs are delivered face-to-face (Debruin-Parecki 2009 ); however, COVID-19 has reinforced the need for different delivery methods. In one of the only studies examining DE in family literacy, Beschorner and Hutchison ( 2016 ) compared the experiences and outcomes of adult learners completing a parent education class through face-to-face classes with those who had received online instruction. The differences in parental experiences included participants’ characteristics (various family members attended in-person classes, but only mothers attended online), attendance (higher for online classes) and social networking opportunities (face-to-face participants valued these opportunities more).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

On the fly: Adapting quickly to emergency remote instruction in a family literacy programme

et al. 2020

View full text Add to dashboard Cite

The COVID-19 pandemic has led to extraordinary changes in family literacy instruction, forcing face-to-face programmes to shift rapidly (or "on the fly") to online, remote instruction. This study is one of the few on online teaching and learning in family literacy and, to the knowledge of the authors, the first on emergency remote instruction in a family literacy programme during the COVID-19 pandemic. This article examines how the Goodling Institute for Research in Family Literacy at The Pennsylvania State University in the United States has responded to the pandemic by converting its face-to-face family literacy classes into emergency remote instruction using online platforms. Serving eight immigrant families in 2019-2020 who live in the State College area in central Pennsylvania, the Family Pathways programme includes adult education, parent education and interactive parent-child literacy activities. The article discusses how teachers created online learning opportunities for parents and children to learn together, the strategies and resources instructors used to teach remotely, how challenges such as discomfort with technology were addressed, and what has been learned from the experience. Although COVID-19 presents unprecedented challenges for educators and learners in family literacy programmes more broadly, it has also compelled instructors in this particular programme to use remote instruction creatively and has revealed the critical importance of family literacy programmes as an educational support system for low-income and immigrant families.

show abstract

Section: Literature Reviewmentioning

confidence: 77%

Section: Literature Reviewmentioning

confidence: 99%

On the fly: Adapting quickly to emergency remote instruction in a family literacy programme

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Several studies have found that mothers’ cognitive scaffolding behaviors spontaneously occur at relatively low levels but can be increased by receiving training in dialogic reading skills (such as open-ended questions and plot expansions), with corresponding benefits for children’s literacy and enjoyment of reading (Lonigan et al, 1999; Mol et al, 2009; LaCour et al, 2013; Beschorner and Hutchison, 2016). Touch screen story books which prompt and guide the supportive behaviors of parents during shared reading could positively impact on children’s comprehension, though the effects may be more pronounced for poorer readers.…”

Section: Discussionmentioning

confidence: 99%

Reading Touch Screen Storybooks with Mothers Negatively Affects 7-Year-Old Readers’ Comprehension but Enriches Emotional Engagement

2016

View full text Add to dashboard Cite

Touch screen storybooks turn reading into an interactive multimedia experience, with hotspot-activated animations, sound effects, and games. Positive and negative effects of reading multimedia stories have been reported, but the underlying mechanisms which explain how children’s learning is affected remain uncertain. The present study examined the effect of storybook format (touch screen and print) on story comprehension, and considered how level of touch screen interactivity (high and low) and shared reading behaviors (cognitive and emotional scaffolding, emotional engagement) might contribute to comprehension. Seven-year-olds (n = 22) were observed reading one touch screen storybook and one print storybook with their mothers. Story comprehension was inferior for the touch screen storybooks compared to the print formats. Touch screen interactivity level had no significant effect on comprehension but did affect shared reading behaviors. The mother–child dyads spent less time talking about the story in the highly interactive touch screen condition, despite longer shared reading sessions because of touch screen interactions. Positive emotional engagement was greater for children and mothers in the highly interactive touch screen condition, due to additional positive emotions expressed during touch screen interactions. Negative emotional engagement was greater for children when reading and talking about the story in the highly interactive condition, and some mothers demonstrated negative emotional engagement with the touch screen activities. The less interactive touch screen storybook had little effect on shared reading behaviors, but mothers controlling behaviors were more frequent. Storybook format had no effect on the frequency of mothers’ cognitive scaffolding behaviors (comprehension questions, word help). Relationships between comprehension and shared reading behaviors were examined for each storybook, and although length of the shared reading session and controlling behaviors had significant effects on comprehension, the mechanisms driving comprehension were not fully explained by the data. The potential for touch screen storybooks to contribute to cognitive overload in 7-year-old developing readers is discussed, as is the complex relationship between cognitive and emotional scaffolding behaviors, emotional engagement, and comprehension. Sample characteristics and methodological limitations are also discussed to help inform future research.

show abstract

“…Interventionist outcomes. Across the seven articles that considered interventionists' use of DR as the dependent variable (Beschorner & Hutchison, 2016;Blom-Hoffman et al, 2007;Crain-Thoreson & Dale, 1999;Dale et al, 1996;Fleury & Schwartz, 2017;Hargrave & Sénéchal, 2000;Strouse et al, 2013), authors of only one did not report a significant increase in wh-questions (Beschorner & Hutchison, 2016). Other increases were seen in open-ended questions (Blom-Hoffman et al, 2007;Crain-Thoreson & Dale, 1999;Dale et al, 1996;Strouse et al, 2013), recall questions (Strouse et al, 2013), distancing questions (Strouse et al, 2013), completion prompts (Strouse et al, 2013), expansions (Crain-Thoreson & Dale, 1999;Dale et al, 1996), repetitions (Hargrave & Sénéchal, 2000), and evaluations of children's responses (Blom-Hoffman et al, 2007;Crain-Thoreson & Dale, 1999;Hargrave & Sénéchal, 2000).…”

Section: Study Outcomes Of Drmentioning

confidence: 99%