Parental explanations of vocabulary during shared book reading: A missed opportunity

Evans, Mary Ann; Reynolds, Kailey; Shaw, Debora; Pursoo, Tiffany

doi:10.1177/0142723710393795

Cited by 39 publications

(33 citation statements)

References 43 publications

(58 reference statements)

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“…Moreover, when low‐income families offer their children exposures to uncommon vocabulary, these exposures have fewer of the high‐quality features that align with the vocabulary‐promoting cognitive and lexical process noted earlier. For example, even when families in poverty read books with their children, they are less likely to define new words for children . Similarly, give‐and‐take conversation, which allows children to practice using vocabulary and receive feedback, is less frequent .…”

Section: Understanding the Language Stimulation Gapmentioning

confidence: 99%

Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice

Hindman

Wasik

Snell

2016

Child Dev Perspectives

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Recent attention to the word gap has renewed public interest in the striking vocabulary disparities between children in poverty and their higher income peers during the 1st years of life. Children's outcomes-and the nation's well-being-could be improved by additional research into the mechanisms of vocabulary learning, as well as translational research that produces effective, feasible early-education practices in homes and schools. In this review, we first explain the nature and extent of the word gap and then briefly describe research on how children learn words during the early years. Next, we summarize limits of available interventions. Finally, we detail pressing questions that demand additional study and suggest research that could provide answers. Ultimately, we call for new research on word-learning experiences at home and in school that will support reading and academic success for children at risk.

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Section: Understanding the Language Stimulation Gapmentioning

confidence: 99%

Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice

Hindman

Wasik

Snell

2016

Child Dev Perspectives

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“…Children's emergent literacy skills begin to develop during the preschool years and are influenced by the nature and volume of parents' home-literacy practices (Burgess, Hecht, and Lonigan 2002;Sénéchal and LeFevre 2002;Sonnenschein and Munsterman 2002). The quality of the home-literacy environment, such as the strategies parents employ during shared book reading, can motivate children to engage during home-literacy practices which, in turn, fosters children's emergent-literacy growth (Evans et al 2011;Hammer, Miccio, and Wagstaff 2003;Roberts, Jurgens, and Burchinal 2005;Sénéchal et al 2008;Whitehurst et al 1994). Importantly, there is variation in the quality and quantity of home-literacy practices that parents employ (Phillips and Lonigan 2009;Smith and Dixon 1995), which may contribute to variation in caregivers' perceptions of their young children's motivation to participate in these practices.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Parents’ perceptions of children's literacy motivation and their home-literacy practices: what's the connection?

Saçkes

Işıtan

Avci

et al. 2015

European Early Childhood Education Research Journal

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The purpose of this study was to examine the extent to which parental beliefs about children's literacy motivation is associated with their literacy practices at home. A sample of 315 parents of preschool-aged children participated in the study, and completed a newly developed questionnaire pursuant to the aims of this work. Thus, the construct of literacy motivation in this study is based on parental report. The results of a confirmatory factor analysis, focused on questionnaire items concerning children's motivation for storybook reading, supported a hypothesised four-factor model; the reliability coefficients for the observed scores were above the suggested threshold for all subscales. The results also showed that parental perceptions of their children's literacy motivation was significantly related to their home literacy practices. Researchers may use the instrument to assess how parents' perceptions may be associated with their children's early literacy experiences, and to inform the design of home-based interventions to support the development of children's emergent literacy skills. Implications of the findings for early childhood policy and practices are discussed.

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“…Part of the reason for this difficulty may be that words that are first encountered in narratives must often be learned implicitly. That is, meaning is rarely explicitly stated or highlighted within the text (Fukknik, Blok & de Glopper, ), and caregivers do not always explicitly define words encountered during shared book reading (Evans, Reynolds, Shaw & Pursoo, ). Instead, readers must intuit the meaning of words from the surrounding context (Budiu & Anderson, ), a skill with considerable individual difference (e.g., Cain & Oakhill, ).…”

Section: Highlightsmentioning

confidence: 99%

The role of topic‐related background knowledge in visual attention to illustration and children's word learning during shared book reading

Kaefer

2017

Journal Research in Reading

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The purpose of this study was to examine how background knowledge of a topic may influence children's attention to different elements of storybook illustrations and how that influences word learning. Forty-one kindergarten students were administered a test about a familiar topic (i.e., birds). Participants were then read either a fictional story about a familiar topic (birds) or a fictional story about a novel topic (wugs) on an eye-tracker monitor. Results suggest that, for children who heard the familiar story, those who knew more about the category were faster to orient to the illustration of the novel word than children with lower background knowledge. Accordingly, children who were faster to orient to the illustration were more likely to learn the word. These results may suggest that one mechanism by which background knowledge improves implicit learning in shared-book reading contexts is by guiding attention to the named elements of the illustrations. HighlightsWhat is already known about this topic • Parents and teachers rely heavily on shared-book reading for vocabulary development in kindergarten-aged children • There is considerable variability in whether and how much vocabulary children learn in shared-reading contexts. • Background-knowledge and visual attention, in particular, may be individual differences that impact children's vocabulary learning from shared-reading What this paper adds • Background knowledge of a particular topic impacts children's vocabulary learning from books. • Children's visual attention to relevant sections of illustrations impacts their vocabulary learning from books • Background knowledge influences children's visual attention to illustrations.

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Parental explanations of vocabulary during shared book reading: A missed opportunity

Cited by 39 publications

References 43 publications

Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice

Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice

Parents’ perceptions of children's literacy motivation and their home-literacy practices: what's the connection?

The role of topic‐related background knowledge in visual attention to illustration and children's word learning during shared book reading

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