Early Shared Reading, Socioeconomic Status, and Children’s Cognitive and School Competencies: Six Years of Longitudinal Evidence

Shahaeian, Ameneh; Wang, Cen; Tucker‐Drob, Elliot M.; Geiger, Vince; Bus, Adriana G.; Harrison, Linda J.

doi:10.1080/10888438.2018.1482901

Cited by 83 publications

(63 citation statements)

References 48 publications

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“…Indeed, many other factors, including access to material and nonmaterial resources 3 , 7 correlate with SES and may play a role in our findings. For example, relative to families from lower SES backgrounds, higher SES families spend more time engaging children in reading activities 51 and provide more access to educational resources 52 , which are thought to be important for cognitive and neural development 53 . These factors could boost anterior hippocampal volumes and cognitive performance among individuals from higher income backgrounds, and thus underlie the positive effects of income on cognition and anterior hippocampal volumes that we observed.…”

Section: Discussionmentioning

confidence: 99%

Children’s family income is associated with cognitive function and volume of anterior not posterior hippocampus

et al. 2020

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Children from lower income backgrounds tend to have poorer memory and language abilities than their wealthier peers. It has been proposed that these cognitive gaps reflect the effects of income-related stress on hippocampal structure, but the empirical evidence for this relationship has not been clear. Here, we examine how family income gaps in cognition relate to the anterior hippocampus, given its high sensitivity to stress, versus the posterior hippocampus. We find that anterior (but not posterior) hippocampal volumes positively correlate with family income up to an annual income of~$75,000. Income-related differences in the anterior (but not posterior) hippocampus also predicted the strength of the gaps in memory and language. These findings add anatomical specificity to current theories by suggesting a stronger relationship between family income and anterior than posterior hippocampal volumes and offer a potential mechanism through which children from different income homes differ cognitively.

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Section: Discussionmentioning

confidence: 99%

Children’s family income is associated with cognitive function and volume of anterior not posterior hippocampus

et al. 2020

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“…Reading with infants is a pedagogical practice that facilitates early language development, with far-reaching benefits for their later reading competencies and school achievement Zubrick, 2011, 2013;O'Farrelly et al, 2018;Shahaeian et al, 2018). Research shows that the beneficial effects of book-reading derive in part from the richness and explanatory power of the adult-child conversations that occur (Huebner and Meltzoff, 2005;Landry et al, 2012;Liu, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Yet the actual language used by educators as they engage in book-focused interactions with infants for pedagogical purposes has rarely been investigated in a systematic manner. In this study, the term shared reading refers to the adult-infant text-focused verbal interactions that occur during joint attention when engaging with a published picture book text (hereafter referred to as extra-textual talk) (Landry et al, 2012;Rhyner, 2007;Shahaeian et al, 2018;Torr, 2019). The term infant refers to a child aged under 2 years.…”

Section: Introductionmentioning

confidence: 99%

Shared reading as a practice for fostering early learning in an Early Childhood Education and Care centre: a naturalistic, comparative study of one infant's experiences with two educators

Torr

2020

Literacy

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Early childhood educators are encouraged to read with infants, yet little is known about the educator–infant book‐focused interactions that occur in Early Childhood Education and Care (ECEC) centres. This study provides a systematic linguistic analysis of the naturally occurring interactions between one focal child Charlie (aged 21 months and 13 days) and two of his educators, as they each engaged in shared reading with Charlie and one or more of his peers during a typical day in his infant room. While both educators engaged in shared reading for pedagogical purposes, the meanings realised in their talk differed in subtle ways, providing Charlie and his peers with tacit and sometimes contradictory messages about how to make meaning from words and pictures. One educator's proportionally greater use of mental processes and polar questions construed shared reading primarily as an interpretive activity, while the other educator's proportionally greater use of WH questions and directives construed shared reading primarily as an instructional activity. Differences were also observed in Charlie's verbal participation during the two shared readings. The findings reveal how educators, through their own talk, create particular contexts in which infants may or may not participate during shared reading experiences.

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“…To achieve more maximal results, it can be done by directing students to imitate various forms of letters with movements of the body. Furthermore, with the basic skills of early reading and writing, students are gradually directed to the skill of understanding and pouring ideas, thoughts, and feelings into written language forms through written symbols they have mastered [13], [14]. It needs to be realized that to create an effective learning process early reading and writing skills that are not only immediately utilize the teacher's ability to teach.…”

Section: Introductionmentioning

confidence: 99%

Early Reading and Writing by Using the Manakok Game as a Manifestation of Basic Literacy

Chandra¹,

Rahman²,

Hartati³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang,

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Basic literacy was needed in the digital era. Given that low-class students are preoccupied with technology, it is feared that they do not recognize the Minangkabau children's game culture, one of which is the game manakok. While on the other hand, technology was increasingly making students' egocentric higher. Bringing the alpha generation closer to the culture of the manakok game in West Sumatra to succeed in the early reading and writing learning is the aim of this study. This research was conducted with literature studies. The results of the study show the emergence of the view that the manakok game as one of the cultures of Minangkabau children is assumed to be able to deliver early reading and writing learning in realizing basic literacy. Early reading and writing learning by using manakok games can be one of the new views in the world of education that learning can be realized with local wisdom. Manakok games can also build social attitudes among students by realizing familiarity in the game process. Although most students do not recognize the manakok game, familiarizing students with the culture of local wisdom is still better than the technological sophistication that shapes the ego slump.

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Early Shared Reading, Socioeconomic Status, and Children’s Cognitive and School Competencies: Six Years of Longitudinal Evidence

Cited by 83 publications

References 48 publications

Children’s family income is associated with cognitive function and volume of anterior not posterior hippocampus

Children’s family income is associated with cognitive function and volume of anterior not posterior hippocampus

Shared reading as a practice for fostering early learning in an Early Childhood Education and Care centre: a naturalistic, comparative study of one infant's experiences with two educators

Early Reading and Writing by Using the Manakok Game as a Manifestation of Basic Literacy

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