Mother–child interaction quality in shared book reading: Relation to child vocabulary and readiness to read

The Early Years Home Learning Environment – Associations With Parent-Child-Course Attendance and Children’s Vocabulary at Age 3

“…Due to the family investment and stress model (Conger and Donnellan, 2007) such associations might emerge because parents that do not suffer from low education, economic hardship or being a single parent, are better able to provide material resources, and experiences that promote children's health and cognitive development, as they experience less parental distress, gather more information on child development, and as a consequence may show less disruptions in parenting behaviors and provide more stimulating HLEs. Previous studies have confirmed the significant association of the HLE and such indicators of the family's socio-economic background, particularly for preschool-aged children (Foster et al, 2005;Forget-Dubois et al, 2009;Bojczyk et al, 2016;Lehrl et al, 2020). Studies with children at younger ages also document this relationship.…”

Emergent Literacy Based on Wordless Picture Book to Introduce Minangkabau Cultural Value and Identity for Early Childhood

“…Interestingly, this new study shows that children with ADHD provide benefits for children effective scaffolding for children involved in the activity. [7] However, in the setting of early childhood education, the picture book is used with the aim that in the process of development of children pre-reading skills, such as sequential thinking ability, the ability to distinguish (visual discrimination) and inferential thinking. Sequential thinking is an activity that involves logical thinking, sequencing, real, needing practice, timelines to pay attention to details and organize.…”

Relevance of the IES/NSF Protocol to Identification of Evidence-Based Practices

“…A summary of these results is provided in Table 1. Palincsar & Brown (1984) developed and investigated reciprocal teaching as an approach incorporating the early stage relationships Shared book reading was not developed by any one researcher or group of researchers though Holdaway (1979) is credited for the origins of the approach Research Type 4: Efficacy Researchers investigated reciprocal teaching in regular education settings but the intervention was conducted by trained experimenters (e.g., Alfassi, 1998;Gilroy & Moore, 1988;Klingner & Vaughn, 1996;Lysynchuk et al, 1990;Marston et al, 1995) No studies were found that examined shared book reading under ideal circumstances (WWC, 2010(WWC, , 2015 Research Type 5: Effectiveness Researchers investigated reciprocal teaching conducted by regular classroom teachers in their own classes (e.g., Kelly et al, 1994;Marks et al, 1993;Westera & Moore, 1995) Researchers investigated shared book reading conducted by regular classroom teachers in their own classes (e.g., Box & Aldridge, 1993;Justice et al, 2010) and by parents at home (e.g., Bojczyk et al, 2016;Han & Neuharth-Pritchett, 2015) Research Type 6: Scale-up Researchers investigated reciprocal teaching with populations other than the original population of adolescent students and in online delivery (e.g., Fuchs et al, 2001;Mandel et al, 2013) Researchers investigated shared book reading with populations other than the original population of preschool children at-risk for later reading difficulties (e.g., Piasta et al, 2012;Pollard-Durodola et al, 2011) The research on shared book reading identifies the concept of emergent literacy as foundational to the intervention (Research Type 1), which posits that children learn about literacy from birth until conventional reading and writing instruction. Research demonstrating that home literacy activities of preschool children vary by socioeconomic status and may account for differences in literacy achievement appeared in the research as early stage or exploratory in developing the model (Research Type 2).…”