The influence of book sub-genre on parent-child reading interactions

Henkaline, Kristin; Wagner, Laura

doi:10.1016/j.cogdev.2020.100907

Cited by 2 publications

(2 citation statements)

References 33 publications

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“…When parents read rhyming books with children, they focus more on sounds than when they read prose books (Riordan et al, 2018). Thus, the books read to children might influence the learning opportunities they experience (see also Henkaline & Wagner, 2020). In sum, observations of shared reading suggest interactions may differ across dyads (Reese, 2019), across books (Riordan et al, 2018; Robertson & Reese, 2017), and across readings of the same book over time (e.g., Schapira et al, 2021) in ways that may contribute to children’s developing cognitive‐linguistic skills.…”

Section: Introductionmentioning

confidence: 99%

“…Such results suggest it is important to consider which features of books and adult–child interactions foster specific oral language skills (Henkaline & Wagner, 2020; Reese, 2019). In addition to the amount and content of adults' extra‐textual talk, contemporary researchers discuss how adults interact with children during shared reading.…”

Section: Introductionmentioning

confidence: 99%

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Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later

Schaughency

Linney

Carroll

et al. 2023

Reading Research Quarterly

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This study evaluated a parent-mediated preventive intervention for children's literacy skills 1 year after participation. Parents of 3½ to 4½-year-old-children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness (Strengthening Sound Sensitivity; SSS); (b) an alternative shared reading condition emphasizing meaning-related extra-textual talk (Rich Reading and Reminiscing; RRR); or (c) a non-reading activities control condition (Activity-Based Control; ABC), all implemented for 6 weeks. Together, SSS and RRR comprise Tender Shoots. Tender Shoots' conditions included one parent-education session, used the same books, provided parents two books per week, and encouraged scaffolding higher-level skills through repeated readings and verbal interactions outside reading. The non-reading control provided weekly resources and suggested activities for preschool children. At follow-up 1 year later, children (n = 62; 5-to 6-years-old) were in their first year of primary school and reading instruction. Controlling for age and baseline alphabet knowledge, analyses indicated benefits of SSS participation for children's letter sounds (d = .74), pseudoword (d = .85) and word reading (d = .66), book level (d = .82), and teacher judged reading (d = .60) relative to ABC, with medium to large effects. Age at follow-up moderated the effect of condition on word reading, such that benefits of SSS were observed for children who were older and had been in school longer (around 6 months or more). Findings suggest SSS is promising for preparing preschool children for reading acquisition. Preschool Phonological Awareness and Later ReadingEarly literacy skills refer to young children's (birth to age 5 or the United States [US] kindergarten) competencies that empirically predict later

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later

Schaughency

Linney

Carroll

et al. 2023

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

Do kindergartens mitigate or exacerbate socioeconomic inequalities in language exposure? The case of home-based and kindergarten-based shared book reading activities in China

Cui,

Greger

2024

Humanit Soc Sci Commun

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Shared book reading is a well-established practice for boosting children’s language exposure and enhancing early development at home and in child care settings. The present study examined the socioeconomic gaps in home-based and kindergarten-based shared book reading practices in China. The participants were 1095 parents and 111 teachers in 69 classes from kindergartens in Chongqing, China. Differences in terms of the quantity of both home-based and kindergarten-based shared book reading across SES spectrums were tested. Multi-level modelling was conducted to examine the factors associated with the quantity of home-based and kindergarten-based shared book reading. The results revealed that the socioeconomic gap in home-based shared book reading and the resultant language exposure were significant. Family SES and home literacy resources were associated with the quantity of home-based shared book reading and the availability of literacy resources in the classroom is associated with the quantity of kindergarten-based shared book reading. Kindergartens did not mitigate the socioeconomic inequities of language exposure related to shared book reading. Intervention programs shall focus on improving access to both home-based and kindergarten-based literacy materials.

show abstract

The influence of book sub-genre on parent-child reading interactions

Cited by 2 publications

References 33 publications

Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later

Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later

Do kindergartens mitigate or exacerbate socioeconomic inequalities in language exposure? The case of home-based and kindergarten-based shared book reading activities in China

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