Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes

Pillinger, Claire; Wood, Clare

doi:10.1111/lit.12018

Cited by 51 publications

(34 citation statements)

References 38 publications

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“…Shared storybook reading provides several benefits to young children including parent-child bonding (Barratt-Pugh & Rohl, 2015;Schwartz, 2004), fostering a love of reading later in life (Bus, 2001;Pillinger & Wood, 2014) and learning to sustain attention (Lawson, 2012). Much of children's developing lexicon is encountered through everyday conversation (Weizman & Snow, 2001), but shared storybook reading provides a complementary source of vocabulary (Montag, Jones, & Smith, 2015).…”

Section: The Effects Of Shared Storybook Reading On Word Learning: a mentioning

confidence: 99%

The effects of shared storybook reading on word learning: A meta-analysis.

Flack¹,

Field²,

Horst³

2018

Developmental Psychology

156

108

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Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story repetitions, tokens and related factors moderate children's word comprehension, while adjusting for the number of target words. Dialogic reading styles, tokens, and the number of words tested all moderated word learning effects. Children's age, who read the story, and time between story and test were not moderators. We identify story repetition and word types as topics which merit further research. These results provide information to guide researchers and educators alike to the factors with the greatest impact on improving word learning from shared storybook reading. (PsycINFO Database Record

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Section: The Effects Of Shared Storybook Reading On Word Learning: a mentioning

confidence: 99%

The effects of shared storybook reading on word learning: A meta-analysis.

Flack¹,

Field²,

Horst³

2018

Developmental Psychology

156

108

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“…A number of these have followed the assumption that early language development leads to later reading competence (e.g., Pillinger & Wood, 2014;Snowling, Hulme, Bailey, Stothard & Lindsay, 2011). Perhaps most persuasively, Preston, et al (2010) divided 174 elementary school-age children into "early", "on-time" or "late" talkers on the basis of parental report and evaluated them with standardized measures of language, reading and spelling.…”

Section: Parents Reading To Young Childrenmentioning

confidence: 99%

The impact of book reading in the early years on parent–child language interaction

Gilkerson

Richards²,

Topping

2016

Journal of Early Childhood Literacy

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Early language development predicts later reading competence, but does reading to young children enhance the language interaction between them and their parents? Automatic assessment of language interaction now yields Adult Word Counts (AWC), Conversational Turn counts (CT) and Child Vocalization counts (CV). This study had 98 families return reading activity logs for a day coinciding with automatic language analysis, and of these 36 reported reading with their children aged 26-61 months on that day. Reading periods yielded much higher AWC and CT than non-reading periods, indicating a greater degree of parent-child language engagement and interaction during reading periods. Such differences were not evident in CV.AWC and CT were high during reading for both high and low education level mothers. Gender effects during reading were evident for AWC (but not CT or CV), indicating greater AWC with male children. These results have important implications for practical action by parents. wordsKeywords reading, language, interaction, mother, young children, effect, LENAThe impact of book reading in the early years on parent-child language interaction While it is well established that early language development predicts later reading ability, the converse argument (that reading can enhance language development) is less well researched. Accordingly, this study examines evidence for a component of such an argument -that parents' reading to and with their young children enhances the degree of language interaction between them relative to other times (which may in turn yield greater child language competence).Specifically, we examine the quantity of language interaction between parent and child in terms of Adult Word Count (AWC -number of words spoken by the adult), Conversational Turns (CT -number of mutually attentive interactions between child and parent), and Child Vocalization (CV -number of utterances by the child excluding noises) to determine whether these metrics are elevated when books are being read compared to other times. While previous studies used parental self-report of reading practices and/or standardized tests of language and early literacy, the present study used real-time recordings of parent-child language interactions and is the first of its kind.The quantity and quality of early language interaction have been found to have effects on subsequent child progress in school (Hart & Risley, 1995). Establishing that time spent reading in the early years improves early language interaction has important implications for practical action by parents. In this study, albeit with a small sample, language interaction between parents (particularly mothers) and young children (2-5 years) in the home was compared during book reading versus other times. Based on existing literature, our research hypothesis was that language interaction would be higher during book reading than during non-reading periods on the same day (irrespective of which parent interacted with the child). The study also examined LANGUAGE INTE...

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“…The results support those from the study done by Liu and Todd [24] that the repeated reading practice should be best implemented visà-vis the purposes of L2 reading and vocabulary learning. Pillinger and Wood [25] and Mason [26] revealed repeated reading will increase the improvements of the kindergarten children in writing vocabulary and word reading scores. Through the LINUS program, the writing proficiency of the students especially the students of nationaltype Chinese school improved.…”

Section: Discussion and Interpretationmentioning

confidence: 98%

Evaluation of the Literacy and Numeracy Screening Program in Three Types of National Primary Schools in Malaysia

Chew¹

2018

JCER

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Literacy and numeracy screening (LINUS) is a program implemented by the Malaysia Ministry of Education in primary schools nationwide to increase literacy skills of students in year 1–3. This study aimed at assessing the LINUS program implemented since 2010. Model of Critical Literacy by Freebody and Luke (1990) was applied in this study. Reading and writing tests for Malay language subject were developed from the module of LINUS program and conducted on 120 students from three different types of schools, namely national schools, national-type Chinese schools, and national-type Tamil schools. The results showed that the level of reading and writing of students was average. One-way analysis of variance tests showed significant differences between ethnic and type of schools with the reading and writing proficiency of the students; students of national schools scored the highest in reading test whereas the students of national-type Chinese school performed the best in writing test. In contrast, family socioeconomic status of the students did not influence their reading and writing proficiency. Therefore, teachers should take into account ethnic and type of schools in implementing the LINUS program as the main factors determining the level of literacy, achievement, and success of the LINUS program.

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Pilot study evaluating the impact of dialogic reading and shared reading at transition to primary school: early literacy skills and parental attitudes

Cited by 51 publications

References 38 publications

The effects of shared storybook reading on word learning: A meta-analysis.

The effects of shared storybook reading on word learning: A meta-analysis.

The impact of book reading in the early years on parent–child language interaction

Evaluation of the Literacy and Numeracy Screening Program in Three Types of National Primary Schools in Malaysia

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