The Influence of Parents’ Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners’ English Lexical Development

Abstract

This study investigated parents' backgrounds and their beliefs about English language learning, and compared the receptive English vocabulary development of three to six year-old-Thai children before and after participating in a parent-child reading program with the dialogic reading (DR) method. Fifty-four single parents of 54 children voluntarily participated in the study. The parents were surveyed to determine if their demographic data, beliefs, and DR method affected their children's vocabulary development. The children were tested on fourteen English words before and after participating in the program. The results showed that parents' beliefs about English language learning affected expectations on their children's language success. In addition, the children's achievement was related to the use of DR method. The children yielded significant greater gains in knowledge of vocabulary and their ability to infer the meanings from pictures after engaging in the reading program.

Attitudes of Persian, Pashtun and Uzbek parents toward their daughters in learning English language in Takhar-Afghanistan

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Impact of Dialogic Reading on Reading Motivation

“…Araştırma kapsamında öğrencilere etkileşimli okumanın faydaları sorulduğunda öğrencilerin kelime bilgilerinin arttığına işaret ettikleri görülmektedir. Yapılan birçok çalışmada da etkileşimli okumanın söz varlığını geliştirmede etkili olduğu ortaya konulmuştur (Hargrave ve Senechal, 2000;Lever ve Senechal, 2011;Petchprasert, 2014). Etkileşimli okumanın söz varlığını geliştirmesinde bu süreçte yapılan sözel çalışmaların etkili olduğu söylenebilir.…”

Parents’ labour force participation and children’s involvement in work activities: evidence from Thailand

“…Additionally, some Thai families emphasise child development whereby the parents avoid having children perform housework and encourage them to be involved in activities essential to their development, such as studying, reading, or playing a musical instrument (Petchprasert, 2014;Tulananda & Roopnarine, 2001). This is possible for the formally employed with stable income streams, suggesting that parents' formal employment and children's housework may be negatively correlated.…”