Parental teaching strategies with preschoolers: A comparison of mothers and fathers within different alphabet tasks

Worden, Patricia E.; Kee, Daniel W.; Ingle, Melanie J.

doi:10.1016/s0361-476x(87)80043-7

Cited by 16 publications

(13 citation statements)

References 14 publications

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“…In this study, girls and boys heard the same kinds of language from their mothers and fathers during book reading. This confirms the lack of sex differences found by Worden et al (1987) and by Hammett et al (2003) in parents reading books to older preschool children.…”

Section: Discussionsupporting

confidence: 83%

“…Pellegrini, Brody, and Sigel (1985) did find that both parents used similar language and non‐verbal behaviour while reading storybooks with their preschool children. Worden, Kee, and Ingle (1987) also found few differences in types of verbalizations made by parents to their 3‐ to 4‐year‐olds during book reading, as did Hammett, van Kleeck, and Huberty (2003). In a study of scaffolding behaviours during literacy interactions with 2‐year‐olds, mothers were found to exhibit more contingent behaviours than fathers, who were more concerned with the goal of reading the story (Conner, Knight, & Cross, 1997).…”

Section: Mothers' and Fathers' Stylementioning

confidence: 95%

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Book reading styles in dual‐parent and single‐mother families

Blake

Macdonald

Bayrami

et al. 2006

Brit J of Edu Psychol

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Section: Discussionsupporting

confidence: 83%

Section: Mothers' and Fathers' Stylementioning

confidence: 95%

Book reading styles in dual‐parent and single‐mother families

Blake

Macdonald

Bayrami

et al. 2006

Brit J of Edu Psychol

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“…Communication patterns of LD boys showed more cross-situational dependence than did those of NLD boys who were more responsive to changes in task conditions. This finding is in accordance with the earlier observations presented by Mash and Mercer (1979) and by Worden et al (1987). The result is not a statistical artifact as ZentaJl (1985) has interpreted a similar finding in another context.…”

Section: Discussionsupporting

confidence: 93%

Task-related variation in communication of mothers and their sons with learning disability

et al. 1995

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The purpose of the present study was to examine whether motherchild communication patterns vary as a function of the type of the task. Groups of learning disabled (LD=30) and normally achieving boys (NLD=30) were videotaped interacting with their mothers in two different tasks. The children were matched for age (8 to 11 year-olds) and for parent's SES. The results indicated that the teaching task differentiated the groups more than did the story task. Academic character of the teaching task increased mothers' task involvement in both groups. Mothers of the LD group showed, however, significantly more dominance and expressed less emotionality while teaching their child. Mothers' interaction partly followed from their children's behaviour on this task. The children with LD did not cooperate with their mothers and were not emotionally involved in the teaching task as highly as were the normally achieving children. Corresponding features of interaction were not found for the LD group in the story task. Consistency of children's communication across the tasks was significant in the LD group. The normally achieving boys were more responsive to changes in task conditions showing different behavior as a function oftask.

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“…Anderson et al, 2004) and the medium or format of the text (e.g. Worden et al, 1987). Parents exhibited more non-immediate talk with older children than with younger children (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Mother—child shared reading with print and digital texts

Kim

Anderson

2008

Journal of Early Childhood Literacy

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The purpose of this study was to (1) compare mother—child interactions in three contexts: shared reading with a book in a traditional print format, with an electronic book in a CD-ROM format, and with an electronic book in a video clip format; (2) compare mother—child interactions with a three-year-old and a seven-year-old; and (3) compare children's extra-textual talk during the shared readings. Results indicated mother—child interactions differed in the contexts, with more complex talk evident in the electronic texts. There were differences in mother—child interactions with the two children that seemed contingent on the child's age and experiences. Finally, children's extra-textual talk differed depending on their ages, and these seemed to be context specific.

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Parental teaching strategies with preschoolers: A comparison of mothers and fathers within different alphabet tasks

Cited by 16 publications

References 14 publications

Book reading styles in dual‐parent and single‐mother families

Book reading styles in dual‐parent and single‐mother families

Task-related variation in communication of mothers and their sons with learning disability

Mother—child shared reading with print and digital texts

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