Does book genre matter? Boys' and girls' word learning from narrative and informational books in the preschool years

Deitcher, Deborah Bergman; Johnson, Helen; Aram, Dorit

doi:10.1111/1467-9817.12266

Cited by 15 publications

(11 citation statements)

References 71 publications

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“…Moreover, future studies could investigate how informational books could be used for fostering children's oral language skills through dialogic reading (e.g. Bergman Deitcher, Aram, & Johnson, 2018).…”

Section: Implications Limitations and Conclusionmentioning

confidence: 99%

Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study

Grolig¹,

Cohrdes²,

Tiffin‐Richards³

et al. 2020

Preprint

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Shared reading has the potential to promote a wide range of language skills that are important for reading acquisition. Dialogic reading interventions in preschool facilitate the acquisition of vocabulary and narrative production skills, but it is unclear (a) whether dialogic reading can also foster inferential and literal narrative comprehension and (b) whether intervention effects are maintained until the beginning of formal reading instruction. To close these two gaps, we designed and conducted a low-dose narrative dialogic reading intervention with wordless picture books. On the child care center level, 201 German preschoolers (M age = 5;5 years) were randomly assigned to the dialogic reading group, an alternative treatment group, or a no treatment group. Hierarchical linear models showed positive effects of dialogic reading on inferential and literal narrative comprehension and on vocabulary depth and breadth. The effect on inferential narrative comprehension was maintained five months after posttest. Overall, our findings indicate that even a small amount of narrative dialogic reading has small, albeit mostly short-term effects on narrative comprehension and vocabulary skills. We conclude that narrative dialogic reading is a promising approach for supporting the development of preschoolers’ inferential skills. Long-term intervention studies are needed for the evaluation of long-term effects.

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Section: Implications Limitations and Conclusionmentioning

confidence: 99%

Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study

Grolig¹,

Cohrdes²,

Tiffin‐Richards³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Barone, 2010; Larson, 2015) (e.g. Bergman Deitcher and Johnson, 2015; Lennox, 2013; Yopp and Yopp, 2006). For example, shared reading of informational texts results in more cognitively challenging talk between adults and children (e.g.…”

Section: Introductionmentioning

confidence: 99%

Book selection for shared reading: Parents’ considerations and researchers’ views

Deitcher

Aram

Adar

2017

Journal of Early Childhood Literacy

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This qualitative study explores parents’ considerations in selecting narrative picturebooks to read with their children. Participants included 104 middle-socioeconomic status parents (84 mothers, 20 fathers) of young children (51 boys, 53 girls; Mage = 61.26, SD = 9.52). We presented parents with two translated children’s books whose content was previously unfamiliar to them: Maurice Sendak’s Where the Wild Things Are (1991) and Julia Donaldson’s Where’s My Mom? (2008). A semi-structured interview stimulated the conversation surrounding what parents consider is a good book to read to their children, what they like in a good children’s book, and why. Parents’ responses highlighted some main considerations: purpose behind their reading, illustrations, centrality of the written text and structure. We highlight how these elements are similar to and different from those that have emerged from research in children’s development, literacy and literature, and recommend how parents, practitioners and the research community can dialogue in ways that may enhance adult–child book interactions.

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“…The features that make dialogic reading effective in supporting literacy development may also enrich parent–child interactions. Responsive behavior while reading makes parents aware of their child’s cognitive and linguistic abilities (and limitations), allowing them to optimize the reading experience (Bergman Deitcher & Johnson, 2015). Asking open-ended questions shows a parent’s interest in their child.…”

Section: Parenting Behaviors and Developmentmentioning

confidence: 99%

Value added: Digital modeling of dialogic questioning promotes positive parenting during shared reading.

Stuckelman¹,

Strouse²,

Troseth³

2022

Journal of Family Psychology

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American parents describe bonding with their child as a primary reason for engaging in shared picture book reading. One prominent reading intervention (dialogic reading) reliably increases language outcomes, but until recently, has not been evaluated for how well it promotes warm parent-child interactions. In this study, a digital application designed to promote parent-child conversation by modeling dialogic questioning also increased mutuality, positivity, and on-task behaviors. Three-and 4-year-old American children (n = 73) and their parents were randomly assigned to read 10 times at home either: (a) an eBook with a character who modeled dialogic questioning (experimental); (b) a version of the same eBook without modeling (control); or (c) to choose between versions for each reading (choice). An adaption of the PARCHISY coding scheme was used to evaluate parent, child, and dyadic behaviors during in-lab readings at the beginning and end of the 2-week home reading period. At the final visit, experimental group families showed significant growth in mutuality (i.e., responsiveness, reciprocity, and cooperation), on-task behaviors, and parent and child positivity, and displayed more of these behaviors than families not exposed to modeling. Some increases in mutuality and positivity also emerged in families in the choice condition, but fewer than in families who only read the eBook with modeling. Parents and children exhibited no significant changes in negativity in any condition. This study suggests that carefully designed digital technology has the potential to foster positive shared reading interactions between parents and young children.

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Does book genre matter? Boys' and girls' word learning from narrative and informational books in the preschool years

Cited by 15 publications

References 71 publications

Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study

Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study

Book selection for shared reading: Parents’ considerations and researchers’ views

Value added: Digital modeling of dialogic questioning promotes positive parenting during shared reading.

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