Joint Book Reading in the Second Year and Vocabulary Outcomes

Richman, W. Allen; Colombo, John

doi:10.1080/02568540709594592

Cited by 22 publications

(14 citation statements)

References 22 publications

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“…The frequency of shared reading was estimated only at the last assessment, when toddlers were aged 2;7, thus we obtained no information on parent–child shared reading at the first assessment. In this respect, we should note that introducing book reading to toddlers already in the first year of life was found to be related to toddlers' vocabulary in other studies (Richman & Colombo, 2007) and should be further examined. All the toddlers were also enrolled in preschools where shared reading represents an important curriculum activity, suggesting that family environment was not the only context in which the toddlers from our sample were exposed to children's books.…”

Section: Discussionmentioning

confidence: 84%

Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study

2016

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The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

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Section: Discussionmentioning

confidence: 84%

Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study

2016

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“…It therefore facilitates both reading accuracy and comprehension (Bingham, 2007;Bus et al, 1995;Rowe, 1991;Scarborough, Dobrich, & Hager, 1991;Share, Jorm, Maclean, Matthews, & Waterman, 1983), especially if there is emphasis on the printed word, rather than pictures (Justic & Ezell, 2002). It also promotes expressive and receptive language development, predicting both concurrent and longitudinal language skills (Bracken & Fischel, 2008;Bus et al, 1995;Sénéchal & LeFevre, 2002), particularly when there is emphasis on active discussion and open-ended questioning (Bennett, Weigel, & Martin, 2002;Bus et al, 1995;Richman & Colombo, 2007;Whitehurst & Lonigan, 1998). However, the extent to which parents engage their children in such practices may be driven by parental level of education and socioeconomic status (SES), both of which are positively associated with children's reading skill (Bracken & Fischel, 2008;Sénéchal et al, 1998).…”

Section: Implications For Practicementioning

confidence: 99%

The home literacy environment of school‐aged children with autism spectrum disorders

Lucas

Norbury

2017

Journal Research in Reading

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For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7-13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age-appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding. HighlightsWhat is already known about this topic• The home literacy environment (HLE) impacts the reading development of typically developing children.• Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD. What this paper adds• We examined the relationship between the HLE and reading for children with ASD.• Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.

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“…Both the amount and nature of shared reading are associated with children's vocabulary development (Dickinson et al., 2012). Richman and Colombo (2007), for example, found that the frequency of shared reading in 168 families was strongly associated with infants’ vocabulary outcomes, especially expressive vocabulary. Farrant (2012) and Farrant and Zubrick (2012) analysed the findings of a longitudinal study involving 2,369 children and found that the frequency of parent–child book reading at nine months of age was associated with vocabulary skills at the time of school entry: ‘The risk of poor vocabulary development was significantly increased for children who had experienced low levels of parent–child book reading (10 or fewer minutes/day)’ (40).…”

Section: The Benefits Of Shared Reading With Infantsmentioning

confidence: 99%

How ‘shared’ is shared reading: Book-focused infant–educator interactions in long day-care centres

Torr

2018

Journal of Early Childhood Literacy

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Children's language experiences in the first two years of life are inextricably connected with their current and future language and literacy development. Research has shown that mother-child shared reading of picture books is a practice that can promote this development. Little is known, however, about the shared reading experiences of infants attending early childhood education and care centres. This naturalistic study analysed the reading experiences of 10 infants observed during a three-hour period as they and their educators went about their typical activities in their early childhood education and care centres. Drawing on Halliday's systemic functional linguistic theory, which proposes a non-arbitrary relationship between language use and features of the material setting, this study analysed two aspects of the infants' shared reading experiences: the tenor (roles and relationships) realised in the educators' use of speech function, and the field (the topic or subject matter) realised in the vocabulary used. The manner in which these contextual variables are realised in the adult-child talk during shared reading affects the pedagogical potential of this practice. The findings reveal that the infants had little opportunity to initiate or participate in book-focused interactions with their educators, with implications for their language and literacy learning opportunities.

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Joint Book Reading in the Second Year and Vocabulary Outcomes

Cited by 22 publications

References 22 publications

Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study

Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study

The home literacy environment of school‐aged children with autism spectrum disorders

How ‘shared’ is shared reading: Book-focused infant–educator interactions in long day-care centres

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