Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

Abstract

It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent-child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent-child book reading interactions between 1 and 2.5 years-of-age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent-child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity. K E Y W O R D Sbook reading, language, language input, literacy † This work was completed while at the University of Chicago.

Infant functional connectivity fingerprints predict long-term language and pre-literacy outcomes

“…In addition to language exposure, home literacy practices are also associated with subsequent verbal and literacy skills during preschool and school-age (e.g., [28][29][30][31]), highlighting the important role of the environment. Moreover, emergent literacy skills are then further deepened through instruction once the child starts school and reciprocally influence language development, such as vocabulary [32][33][34][35].…”

Language Development and Deaf/Hard of Hearing Children

“…Further, they found that there was also not a difference based on hearing levels. However, it is documented that the volume of exposure to accessible auditory input produces great variability in results related to children's language acquisition [46,52]. Taken together, these findings again point to language access and interactions using meaningful language as the salient variables, not merely access to sound.…”

“…For example, in a study by Figueras and colleagues [51], researchers found strong correlations between executive functioning and spoken language, but no difference between children who used CIs and those that did not. Similarly, Jones and colleagues [52] found that there was no difference in narrative performance between deaf children using hearing aids and those with CI. Further, they found that there was also not a difference based on hearing levels.…”

“…For example, Goldberg and Lederberg (2015) found that d/hh preschool children who used amplification and had better phonemic awareness recalled more letter names and letter sounds than their peers with less developed phonemic awareness and that the preschoolers learned letter sounds partly through the use of phonological information contained in letter names [55]. However, Jones and colleagues [52] (p. 268) found that "deaf children showed equivalent performance to their hearing peers at the macro-level; however, performance on micro-level narrative skills was poorer, and less relevant and detailed answers were provided to the inferencing probe questions than hearing peers." This suggests that relative weaknesses on some literacy-related subskills may not entirely be indicative of overall literacy proficiency among d/hh students using LSL because of differences in how language is perceived and processed.…”

Okul Öncesi Dönemde Anne-Çocuk Birlikte Hikâye Kitabı Okuma Davranışlarının İncelenmesi

“…Yurtdışında birlikte okumaya yönelik pek çok araştırma olmasına karşın (Kim ve Anderson, 2008;Tercanlı Metin ve Gökçay, 2014), birlikte okuma ülkemizde görece yeni bir yöntem olduğundan (Kotaman, 2007), son yıllarda ve sınırlı sayıda araştırmaya konu olmuştur (Ergül ve diğerleri, 2015;Tercanlı Metin ve Gökçay, 2014). Yurtiçi ve yurtdışında yapılan araştırmalar, birlikte okumanın çocukların okuma ilgisi ve alışkanlığı kazanmalarında (Bracken ve Fischel, 2008;Demir-Lira, Applebaum, Goldin-Meadow ve Levine, 2018;Duursma, 2014;Kotaman, 2008;Öztürk, Hill ve Yates, 2016;Shahaeian ve diğerleri, 2018;Vandermaas-Peeler, Sassine, Price ve Brilhart, 2011), erken okuryazarlık ve dil gelişiminde (Aram ve Shapira, 2012;Bıçakçı, Er ve Aral, 2018;Bracken ve Fischel, 2008;Demir-Lira ve diğerleri, 2018;Duursma, 2014;Ergül ve diğerleri, 2015;Kotaman, 2008Kotaman, , 2009Levy, Hall ve Preece, 2018;Lin, Stephanie ve Sabrina, 2015;Lyytinen, Laakso ve Poikkeus, 1998;Raikes ve diğerleri, 2006;Saracho, 2017;Shahaeian ve diğerleri, 2018;Vandermaas-Peeler ve diğerleri, 2011;Whitehurst ve diğerleri, 1988) empati gelişiminde (Aram ve Shapira, 2012;Tercanlı Metin ve Gökçay, 2014) ve bilişsel gelişimde (Hutton ve diğerleri, 2017a(Hutton ve diğerleri, , 2017bShahaeian ve diğerleri, 2018) önemli rol oynadığını göstermektedir.…”