Embracing the spirit of ako: Growing partnerships between parents, early childhood educators and researchers

Schaughency, Elizabeth; Riordan, Jessica; Das, Shika; Carroll, Jane; Reese, Elaine

doi:10.18296/ecf.0028

Cited by 7 publications

(7 citation statements)

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“…ABC controlled for the benefits of parent–child time spent engaging in developmentally appropriate activities. Suggested non‐book‐reading weekly activities were developed for themes identified as valued skills by parents of preschool children (Schaughency et al, 2016), with proposed activities reviewed by a member of the team experienced in early childhood education. Themes included art, movement, health choices, self‐care, music, and science (Riordan et al, 2022).…”

Section: Methodsmentioning

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

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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: Methodsmentioning

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

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“…The intervention consisted of two main areas of concentration – one, named Stimulating Sound Sensitivity (SSS) (Schaughency et al., 2016), aimed to strengthen children’s phonological awareness abilities, and the other, called Rich Reading and Reminiscing (RRR) (Schaughency et al., 2016), focused on stimulating children’s vocabulary knowledge. The participants and their families were randomly assigned to the intervention sequence, and were sorted into two groups of four.…”

Section: Methodsmentioning

confidence: 99%

“…The researcher (doctoral student) drew from the corpus of work summarised in the preceding paragraphs concerning phonological awareness, vocabulary knowledge, and the home literacy environment and practices to codevelop an intervention (see Schaughency et al, 2016), which was trialled with families to determine its efficacy in strengthening children's phonological awareness and vocabulary knowledge. In order to ensure the creation and delivery of a culturally-responsive literacy intervention, which was appropriate for use with M aori families and children, additional factors incorporated into the development and delivery of the intervention were M aori oral traditions, epistemology, and pedagogical approaches (see Derby, 2019).…”

Section: The Role Of Family In Children's Emerging Literacymentioning

confidence: 99%

Early literacy and child wellbeing: Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills

Derby

Macfarlane

Gillon

2020

Journal of Early Childhood Literacy

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This paper reports on findings from a doctoral study that explored the efficacy of a home-based literacy intervention in advancing preschool children’s foundational literacy skills. Two key cognitive skills critical for early literacy success were examined in particular, those being phonological awareness, and elements of oral language, including vocabulary knowledge, which is the specific skill discussed in this paper. The intervention consisted of two main areas of focus – one, named Rich Reading and Reminiscing (RRR), concentrated on stimulating children’s oral language skills, and the other, called Stimulating Sound Sensitivity (SSS), aimed to generate shifts in children’s phonological awareness abilities. Data sets were gathered with eight children and their families over a twelve-week period, which corresponded with the duration of the intervention. A final set of data was collected six months after the intervention ceased. The study employed a crossover design, where four children and their families participated in the RRR component of the intervention, which ran for six weeks, followed by the SSS portion of the intervention. The remaining four children participated in the same parts of the intervention but in reverse order of delivery. The crossover approach established a control in the study, and allowed the effects of each part of the intervention on the children’s early literacy skills to be more clearly revealed. This paper reports on two children – one from each cohort – whose results are evidence of the efficacy of the intervention in advancing key aspects of children’s foundational literacy skills. Key Findings The children who participated in the RRR component of the intervention first showed improvements in vocabulary knowledge mid-intervention. Conversely, the children who participated in the SSS component first made gains in their phonological awareness skills before the other cohort of children did. These findings have implications for early childhood educators and families concerning the strategies adopted by these stakeholders which aim to foster strong cognitive skills critical for literacy success.

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“…In New Zealand (NZ), the setting for this study, parents report reading with their preschoolers regularly (Morton et al, 2017;Riordan et al, 2018), and they have identified shared reading as a preferred focus for parent-mediated early language and literacy programs (Schaughency et al, 2016). Shared book reading is an excellent potential medium for teaching preschool children language and emergent literacy skills, especially when parents use extratextual talk scaffolded to the child's level of development (Flack et al, 2018;Petscher et al, 2020).…”

Section: Shared Book Reading As a Form Of Parental Involvement In Chi...mentioning

confidence: 99%

“…This sustained change in talk during shared reading is likely to be due to the ease of program implementation. NZ parents report frequent book-sharing with their children (Morton et al, 2017); in a needs assessment prior to our program, parents identified shared reading as a preferred vehicle for developing children's early language and literacy skills (Schaughency et al, 2016). Thus, our focus on shared reading may have promoted continued use by building on something families already did and enjoyed rather than introducing activities that parents may struggle to find time for, making it easier to continue to implement after the program had ended.…”

Section: Long-term Effects Of Rrr and Sss On Specific Shared Reading ...mentioning

confidence: 99%

Tender Shoots: Effects of a Preschool Shared Book Reading Preventive Intervention on Parent–Child Reading and Parents’ Involvement in the First Year of School

Timperley

Schaughency

Riordan

et al. 2022

School Mental Health

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Parent–child interactive shared reading can benefit young children’s language and emergent literacy skills; however, studies of programs to enhance shared reading often do not evaluate lasting effects after the transition to primary school. In this randomized control study, 69 parents of 3.5–4.5-year-old children participated in one of three conditions for an evaluation of the 6-week Tender Shoots program: Rich Reading and Reminiscing (RRR), Strengthening Sound Sensitivity (SSS), or Activity-Based Control (ABC). Parents in both Tender Shoots conditions, SSS and RRR, were taught to read interactively with their children and were provided with books to support implementation. RRR targeted meaning-related talk likely to enhance vocabulary and comprehension, whereas SSS targeted sound-related talk to enhance phonological awareness. Children in ABC were provided with resources and materials for developmentally appropriate activities. Fifty-three dyads (77%) were followed after children started primary school and formal literacy instruction. Comparisons of shared reading interactions at follow-up indicated that parents and children in the RRR and SSS groups still used more condition-specific targeted talk than those in other groups. Most parents in shared reading groups reported that they continued to use project activities after children had started school, although parents in RRR reported more frequent use of program activities than the active control, ABC. Moreover, parents in RRR sometimes reported higher levels of some broad involvement dimensions. These findings suggest that shared reading programs as delivered here can have long-lasting effects on extratextual talk during shared reading and may enhance aspects of parents’ involvement with children’s education.

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Embracing the spirit of ako: Growing partnerships between parents, early childhood educators and researchers

Cited by 7 publications

References 0 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

Early literacy and child wellbeing: Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills

Tender Shoots: Effects of a Preschool Shared Book Reading Preventive Intervention on Parent–Child Reading and Parents’ Involvement in the First Year of School

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