“I Love This Story!” Examining Parent-Child Interactions during Storybook Reading

Patel, Shaneha; Segal, Aviva; Martin‐Chang, Sandra

doi:10.1080/10409289.2020.1755159

Cited by 10 publications

(13 citation statements)

References 47 publications

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“…The overarching goal of our study was to investigate whether shared storybook reading in childhood was associated with print exposure in adolescence. Although researchers often allude to the importance of shared storybook reading on children's emerging language skills and its impact on child enjoyment (e.g., Sénéchal and LeFevre, 2014;Patel et al, 2020), to our knowledge no studies have examined these relationships into adolescence or beyond. We also explored whether remembering a favorite storybook from childhood or having a favorite author as a teenager mirrored having a favorite storybook as a child (Weinberger, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…Vygotsky's Sociocultural Theory (1978) asserts that children develop behaviors and learn social norms through their interactions with more competent individuals. Parents are scaffolding book reading during these social interactions as they model concepts about print (Sénéchal and LeFevre, 2002) as well as higher order thinking through discussion and enjoyment (Patel et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence

2020

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence

2020

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“…Given that research has shown differences in adult–child discourse with a single reading compared with repeated readings, we recommend that future studies include multiple readings of the same book to reflect possible changes in discourse across readings of didactic and narrative books about different emotions. It is also important for future studies to include an analysis of the child's contribution to the conversation, in line with Patel, Segal, and Martin‐Chang's (2020) study showing reciprocal interactions between parents' and children's contributions to SBR interactions. Similarly, content analysis of parent–child discourse should be conducted to delve more deeply into the differences in the nature of the conversation surrounding books of different genres and about different types of emotions.…”

Section: Discussionmentioning

confidence: 92%

Mothers' discourse during shared reading of books relating to ‘positive’ and ‘negative’ emotions in different genres

Schapira

Deitcher

Aram

2021

Journal Research in Reading

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Background The current study provides information about differences in parent–child discourse during shared book reading (SBR) surrounding narrative and didactic book genres about ‘positive’ (e.g. love, happiness) and ‘negative’ (e.g. anger and sadness) emotions. Research shows that characteristics of different children's book genres impact discourse during SBR, but narrative and didactic books have not been examined. Children's books often relate to the characters' inner mental and emotional states. Research has not explored parent–child conversations during SBR regarding different types of emotions, yet studies on other discourse contexts reveal that parents discuss ‘positive’ emotions differently than ‘negative’ emotions. Methods Participants were 26 mothers of 5‐ to 6‐year‐olds (M = 64.30 SD = 6.27). There were 18 boys and 8 girls. Eleven dyads received a narrative and didactic book on ‘positive’ emotions, and 15 dyads received a narrative and didactic book on ‘negative’ emotions. Interactions were video‐recorded and analysed. We examined the number of turns, initiations, general utterances and mental–emotional utterances. Results Primary results revealed that mothers used more general utterances when reading both narrative and didactic books surrounding ‘negative’ emotions compared with books surrounding ‘positive’ emotions. Mothers used more mental–emotional utterances with a didactic book on ‘negative’ emotions compared with a narrative on ‘negative’ emotions and with a didactic book on ‘positive’ emotions compared to a narrative on ‘positive’ emotions. Conclusions This study highlights the importance of text selection for SBR and how it may impact the discourse. Mothers used didactic books for detailed conversations with their children. The simpler structure of the book may have facilitated the discourse about emotions. Mothers related more to anger and sadness compared with love and happiness. This may indicate that they feel they have to explain and teach their children about ‘negative’ emotions and how to cope with them, whereas positive emotions may be more implicitly understood.

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“…The overarching goal of our study was to investigate whether shared storybook reading in childhood was associated with print exposure in adolescence. Although researchers often allude to the importance of shared storybook reading on children's emerging language skills and its impact on child enjoyment (e.g., Patel et al, 2020), to our knowledge no studies have examined these relationships into adolescence or beyond. We also explored whether remembering a favorite storybook from childhood or having a favorite author as a teenager mirrored having a favorite storybook as a child (Weinberger, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…Vygotsky's Sociocultural Theory (1978) asserts that children develop behaviors and learn social norms through their interactions with more competent individuals. Parents are scaffolding book reading during these social interactions as they model concepts about print as well as higher order thinking through discussion and enjoyment (Patel et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Children's Competencies Development in the Home Learning Environment

Niklas¹,

Cohrssen²,

Lehrl³

et al. 2021

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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“I Love This Story!” Examining Parent-Child Interactions during Storybook Reading

Cited by 10 publications

References 47 publications

From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence

From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence

Mothers' discourse during shared reading of books relating to ‘positive’ and ‘negative’ emotions in different genres

Children's Competencies Development in the Home Learning Environment

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