Learning words during shared book reading: The role of extratextual talk designed to increase child engagement

Blewitt, Pamela; Langan, Ryan

doi:10.1016/j.jecp.2016.06.009

Cited by 57 publications

(37 citation statements)

References 19 publications

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“…Similarly, when mothers introduced a familiar topic, such as a favourite animal, the children became excited and more talkative. This is also consistent with the well documented effectiveness of focusing on children's interest to enhance their engagement during SBR (Blewitt and Langan ).…”

Section: Discussionsupporting

confidence: 88%

Impacts of a shared book‐reading intervention for Italian‐speaking children with developmental language disorder

Lavelli

Barachetti

Majorano

et al. 2019

Intl J Lang & Comm Disor

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Background The regular practice of shared book reading (SBR) at home may play a key role in fostering the linguistic development of children with developmental language disorder (DLD). However, more evidence is needed of the benefits of home‐based SBR interventions on the parents’ conversational strategies and on the communicative and linguistic production of children with DLD. Aims To examine the impacts of a parent‐based SBR intervention on the parent's use of conversational strategies, and on the engagement, conversational participation and linguistic production of Italian‐speaking children with DLD. The mothers trained in the use of SBR strategies were expected to increase their use of these strategies. The children were expected to show gains in their level of engagement and conversational participation during SBR; in turn, moderate increments of the indices of language production were expected. Methods & Procedures Thirty‐two preschool children with DLD participated in the study; all were receiving speech language therapy. Using a non‐randomized pre‐post‐test control trial, 20 mother–child dyads implemented an 8‐week SBR programme (the SBR intervention group), while 12 dyads acted as a comparison group. Based on the ‘dialogic reading’ method, eight verbal and non‐verbal SBR strategies were employed during individual and small‐group parent training sessions. Speech–language therapists were involved in the individual parent training sessions to provide suggestions focused on the specific characteristics of each mother–child dyad. Measures of parents’ intervention strategies, children's engagement, conversational participation and oral language were included. Outcomes & Results At post‐test, mothers in the SBR intervention group used three of the eight SBR strategies—Shared Book Handling, Captivating Talking, and Utterances with a familiar topic—significantly more than the comparison group. Children whose mothers implemented the intervention showed significant gains in terms of time spent in engagement and amount of verbal production during shared reading. No effects were found for the children's communicative initiatives and answers, or for indices of language complexity and diversity. Conclusions & Implications The present parent‐based SBR intervention for Italian‐speaking preschoolers with DLD showed effects, albeit modest, on both maternal and child communicative behaviours. The results suggest that extralinguistic strategies may be implemented successfully by parents and may be effective in enhancing children's engagement and language production in the short term. Further investigations are needed that provide a longer intervention period and examine the joint impact of therapist‐ and parent‐based intervention for children with DLD.

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Section: Discussionsupporting

confidence: 88%

Impacts of a shared book‐reading intervention for Italian‐speaking children with developmental language disorder

Lavelli

Barachetti

Majorano

et al. 2019

Intl J Lang & Comm Disor

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“…The CROWD prompts are completion (C), recall (R), open-ended (O), "wh-" questions (W), and distancing (D). The most important element of dialogic reading is the facilitation of conversation during storybook reading through contingent, and positive responsiveness (Blewitt & Langan, 2016), building on the understanding that responsive conversations between adults and children are needed to sustain receptive and promote expressive vocabulary (Tamis-LeMonda, Bornstein, & Baumwell, 2001;Werker & Hensch, 2015).…”

Section: Dialogic Readingmentioning

confidence: 99%

Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Knauer

Jakiela

Ozier³

et al. 2019

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Worldwide, 250 million children under five (43%) are not meeting their developmental potential because they lack adequate nutrition and cognitive stimulation in early childhood. Several parent support programs have shown significant benefits for children's development, but the programs are often expensive and resource intensive. The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children. The intervention was a modified dialogic reading training program that used culturally and linguistically appropriate books adapted for a low-literacy population. We used a cluster randomized controlled trial with four intervention arms and one control arm in a sample of caregivers (n = 357) and their 24-to 83-month-old children (n = 510) in rural Kenya. The first treatment group received storybooks, while the other treatment arms received storybooks paired with varying quantities of modified dialogic reading training for parents. Main effects of each arm of the trial were examined, and tests of heterogeneity were conducted to examine differential effects among children of illiterate vs. literate caregivers. Parent training paired with the provision of culturally appropriate children's books increased reading frequency and improved the quality of caregiver-child reading interactions among preschool-aged children. Treatments involving training improved storybook-specific expressive vocabulary. The children of illiterate caregivers benefited at least as much as the children of literate caregivers. For some outcomes, effects were comparable; for other outcomes, there were differentially larger effects for children of illiterate caregivers.

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“…This study focuses on teachers' language practice during shared book reading (SBR), an interaction whereby an adult reads and discusses a book with young nonreading children (van Kleeck, Gillam, Hamilton, & McGrath, 1997) or reading children (Blewitt & Langan, 2016;Walsh & Hodge, 2016). SBR has been found to be effective for children's language and vocabulary growth (Gerde & Powell, 2009;Whitehurst et al, 1994).…”

mentioning

confidence: 99%

Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore

Sun

Toh

Steinkrauss

2020

Applied Psycholinguistics

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Teachers’ language practice during shared book reading may significantly affect the rate and outcome of early language proficiency. The current study has focused on 37 kindergarten teachers and 440 4- to 5-year-old kindergartners during their shared book reading sessions in Singapore, exploring teachers’ variation in instructional strategies and linguistic features, and its relations with children’s language development and teacher’s background. Results demonstrated that teacher’s language strategies and linguistic features varied considerably. Instructional strategies with a medium level of cognitive load were found to be positively related to children’s growth in receptive vocabulary and word reading skills. Teacher’s lexical sophistication was found to be positively associated with children’s vocabulary size. Years of teaching experience was revealed to predict teacher’s variation in medium-level instructions.

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Learning words during shared book reading: The role of extratextual talk designed to increase child engagement

Cited by 57 publications

References 19 publications

Impacts of a shared book‐reading intervention for Italian‐speaking children with developmental language disorder

Impacts of a shared book‐reading intervention for Italian‐speaking children with developmental language disorder

Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore

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