Reciprocity between maternal questions and child contributions during book-sharing

Luo, Rufan; Tamis-LeMonda, Catherine S.

doi:10.1016/j.ecresq.2016.08.003

Cited by 42 publications

(30 citation statements)

References 55 publications

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“…The wordless book was selected because it allowed mother–child dyads to develop a narrative without being constrained by their literacy skills or the written text. This book has been used to elicit book‐sharing interactions from parent–child dyads from different language and cultural backgrounds (Berman & Slobin, ; Luo & Tamis‐LeMonda, ; Melzi et al., ). Although structured observation might influence mothers’ and children's behaviors, mothers’ language use during laboratory task relates strongly to their language use during extended naturalistic home observations, suggesting that structured tasks capture valid information about mother–child interactions (Tamis‐LeMonda, Kuchirko, Luo, Escobar, & Bornstein, ).…”

Section: Methodsmentioning

confidence: 99%

“…We examined the cognitive level of maternal questions, including storyline questions and other open‐ended questions that did not directly relate to the storyline (e.g., “What's going on?” “What color is it?”; Luo & Tamis‐LeMonda, ). We coded three types of questions of increasing cognitive demand:…”

Section: Methodsmentioning

confidence: 99%

“…Simple referential questions (e.g., “What is that?”) ask children to describe concrete information available in the immediate context. These questions direct children's attention, elicit basic information, and may enhance vocabulary skills and print knowledge (Luo & Tamis‐LeMonda, ; Reese & Cox, ). Behavioral questions (e.g., “What is the boy doing?”) have higher cognitive demands than referential questions because behavioral questions require children to describe actions that are not directly observable in the pictures (Zucker et al., ).…”

Section: Access To Books and Book‐sharing Interactionsmentioning

confidence: 99%

See 2 more Smart Citations

Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters

Luo

Tamis-LeMonda

Mendelsohn

2019

Reading Research Quarterly

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The authors examined children's access to books in 153 four‐year‐olds from low‐income, U.S. ethnic‐minority families. Mothers reported on the number of books available to their children and the variety of books their children had, such as concept books about letters, numbers, and shapes and narrative books about cultural beliefs and relationships. Mothers also reported on the frequency of mother–child book‐sharing interactions. The authors coded characteristics of book‐sharing interactions from videos of mother–child sharing of a wordless book. Most children had a variety of concept books but few narrative books. Children who were later born and who had English‐speaking (vs. Spanish‐speaking) parents had a greater variety of narrative books than did their counterparts, and children living with their father and mother had a greater variety of narrative and concept books than those who did not reside with their father. The variety of narrative books predicted children's narrative contributions during book sharing through the mediator of mothers’ questions about the story. In contrast, the variety of concept books predicted children's referential contributions (e.g., “That's a tree”) through the mediator of mothers’ referential questions (e.g., “What's that?”). Household composition, home language use, and the content of books shape the early literacy experiences of children from low‐income, ethnic‐minority families.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Access To Books and Book‐sharing Interactionsmentioning

confidence: 99%

See 1 more Smart Citation

Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters

Luo

Tamis-LeMonda

Mendelsohn

2019

Reading Research Quarterly

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“…Participation in everyday community practices is a key aspect of culture (Raeff, 2006(Raeff, , 2017. For instance, mothers sharing books at home with their young children and engaging in story-telling can foster vocabulary development and narrative skills (Luo & Tamis---LeMonda, 2017).…”

Section: How Does Culture Work? Connecting the P-modelmentioning

confidence: 99%

What is Culture? Systems of People, Places, and Practices

Causadías¹

2020

Preprint

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Culture is a fuzzy concept without fixed boundaries, meaning different things according to situations. To address this issue, I introduce a p-model to understand culture as a system of people, places, and practices, for a purpose such as enacting, justifying, or resisting power. People refers to population dynamics, social relations, and culture in groups. Places refers to ecological dynamics, institutional influences, and culture in contexts. Practices refers to participatory dynamics, community engagement, and culture in action. Power refers to forcing others into compliance (power-over people), controlling access to spaces (power-in places), and behaving as desired (power-to practice). I use racism to illustrate the p-model and suggest applications in theory, research, and practice in developmental sciences.

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“…Distribution partnerships are thus a crucial element in the desire to increase access to quality educational materials for the case study organizations and given the concerns over technology, they use a range of options to enable this (Luo & Tamis-LeMonda, 2017;Subba Rao, 2004;Nari Kahle et al, 2013).…”

Section: It Is Primarily a Resource Thing In Terms Of Reach We Don'mentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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Reciprocity between maternal questions and child contributions during book-sharing

Cited by 42 publications

References 55 publications

Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters

Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters

What is Culture? Systems of People, Places, and Practices

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

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