Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

Hui, Anna N. N.; Chow, Bonnie Wing‐Yin; Chan, Eva S. M.; Leung, Man-Tak

doi:10.3389/fpsyg.2019.02899

Cited by 15 publications

(9 citation statements)

References 56 publications

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“…This study used the multiple-baseline design across three behaviors to evaluate the effectiveness of Picture Book-based Dialogic Reading on the creativity of a primary child with a lower creative level in the third grade. Hence, similarly to previous studies (e.g., Hui et al, 2020;Shao, 2019). The results provided preliminary evidence that the PBbDR intervention can stimulate the child's creativity.…”

Section: Discussionsupporting

confidence: 88%

“…The research using dialogic reading to cultivate creativity is relatively more limited, but preliminary studies using this kind of reading technique have shown promise for improving children's creativity. Hui et al (2020) adopted a quasi-experimental design, and 78 kindergarten children aged from 4 to 5 years old in a cluster group were randomly assigned to the experimental and control groups, to investigate the learning effectiveness of reading picture books with EMPA-THIC (Emotion and Empathy, Meaning and Motivation, Perseverance, Agency and Autonomy, Time, Habits of Mind, Intelligence, Character Strengths, and Self Factors) elements using dialogic reading techniques in enhancing young children's creativity. After 12 sessions over 8 weeks' intervention, the creativity of the experimental group was effectively improved.…”

Section: Dialogic Reading Interventionsmentioning

confidence: 99%

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Effects of Dialogic Reading on the Creativity Development of a Chinese Student

Cheng¹,

Wang²,

Gao³

et al. 2021

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This study aimed to explore the effectiveness of Picture Book-based Dialogic Reading (PBbDR) in enhancing a 3 rd grader's creativity. The intervention program of picture book-based dialogic reading included four reading steps (PEER), and five prompt methods (CROWD). PEER is an acronym of Prompt, Evaluate, Expand and Repeat, and CROWD is an acronym of Completion prompts, Recall prompts, Open-ended prompts, Wh prompts, and Distancing prompts. We adopted a multiple-baseline design across three behaviors (language divergence, graphic divergence, and language convergence). The results indicated that the scores of three behaviors were improved after intervention, and had a good maintenance and generalization effect. The results were discussed and social validity was also obtained.

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Section: Discussionsupporting

confidence: 88%

Section: Dialogic Reading Interventionsmentioning

confidence: 99%

Effects of Dialogic Reading on the Creativity Development of a Chinese Student

Cheng¹,

Wang²,

Gao³

et al. 2021

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“…Regarding listening skills, a PP intervention including empathy, emotion regulation, gratitude, and hope increases listening comprehension scores and positive emotions among EFL learners (Abdolrezapour & Ghanbari, 2021). Regarding reading skills, children who learn English as a second language improve their literacy skills, vocabulary, syntax and creativity when they read picture books with the elements of positive psychology with teachers using dialogic reading techniques (Hui et al, 2020). Last, the use of the principles of positive psychology develops reading and writing skills in Chinese as a foreign language (Oxford & Cuellar, 2014).…”

Section: Resultsmentioning

confidence: 99%

Positive psychology and language learning: A systematic scoping review

Aydın,

Tekin

2023

Review of Education

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Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still inconclusive. This study, using a systematic scoping review, aims to analyse and synthesise the studies on the relationship between positive psychology and of second language acquisition and foreign language learning to present implications for practice and future research. It concludes that the use of positive psychology elements effectively enhances foreign language enjoyment, decreases foreign language anxiety, and develops basic language skills. In light of the conclusions reached, implications for practice and further research are presented. Context and implications Rationale for the study Emotions are vital for performance and achievement in the second language acquisition and foreign language learning processes. However, research on these processes has mainly focused on negative emotions and the cognitive aspects until 2014. Although the number of studies has significantly increased after 2014, the results are inconclusive in gaining insight and shaping practice and future research. Why do the new findings matter? The findings in the study are significant for positioning the elements of positive psychology in second language acquisition and foreign language learning and may lead to the emergence of a novel language learning approach. Implications for researchers, teachers, and policy makers Researchers should focus on the relationships between positive psychology and language learning in different cultures and educational and instructional contexts. Language teachers need to attach importance to the mediating role of positive psychology in their classes. To achieve this, they should collaborate with school counsellors. Last, curriculum developers and policy makers should integrate and implement positive psychology elements into the pre‐service and in‐service teaching programmes.

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“…16 Chinese mothers generally did not believe in taking an active role in their chil-dren's emotion learning 17 and tended to be dismissive of their children's negative emotions. 18 The child interactive component promoted reading through dialogic reading 19 and interactive play between children and parents. Dialogic reading is an evidence-based practice for improving language in children with typical and normal development 20 and children at risk of reading difficulties.…”

Section: Interventionmentioning

confidence: 99%

Effectiveness of a Multicomponent Parenting Intervention for Promoting Social-Emotional School Readiness Among Children From Low-Income Families in Hong Kong

et al. 2022

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IMPORTANCE Most parenting programs target parents of children with severe behavioral problems. There is limited evidence on the effectiveness of universal parenting programs, especially for families with low income.OBJECTIVE To evaluate the effectiveness of the KeySteps@JC Parent-Child Interaction Program for low-income families in Hong Kong. DESIGN, SETTING, AND PARTICIPANTSA parallel, unblinded, cluster, randomized clinical trial was conducted from September 2018 to June 2019. Eight participating preschools in Hong Kong were randomly assigned (1:1) using an online randomization plan generator into intervention (immediate) and waiting list control (delayed) groups. Intervention participants included the parents of children in kindergarten grade 1. The results were processed by an intention-to-treat analysis. INTERVENTIONS KeySteps@JC Parent-Child Interaction program.MAIN OUTCOMES AND MEASURES The primary outcome was child behavioral problems, which were assessed using the Strength and Difficulties Questionnaire. Secondary outcomes were parental emotion coaching, involvement in child reading and play, and parent stress levels, which were assessed using Chinese-validated versions of the Parent Reading Belief Inventory, the Chinese Parent-Child Interaction Scale, the Emotion-Related Parenting Styles, and the Parental Stress Scale questionnaires. Parents in the intervention group participated in a training program consisting of 20 weekly 1.5-hour sessions on child behavior management, emotion coaching, dialogic reading, and interactive play. The primary hypothesis was that child behavior problems would be reduced after the intervention. The main analysis was a mixed-method regression with group status as the independent variable. RESULTS A total of 267 parents (mean age, intervention group: 33.8 years; 95% CI, 32.9-34.7 years; waiting list group: 35.7 years; 95% CI, 34.5-36.9 years) participated in the program. The intervention group included 153 participants (57.3%), and the waiting list group included 114 participants (42.7%). Among the target children (mean age, intervention group: 3.5 years; 95% CI, 3.4-3.5 years; waiting list group: 3.4 years; 95% CI, 3.4-3.5 years), there were 88 boys (57.5%) in the intervention group and 59 boys (51.8%) in the waiting list group. At postintervention, the intervention group reported a statistically significant improvement in children's behavior (Cohen d, 0.29; 95% CI, 0.04-0.53); parents' use of emotion-coaching strategies, including feelings of uncertainty or ineffectiveness in emotion socialization (Cohen d, 0.26; 95% CI, 0.01-0.50) and parental rejection of negative emotion (Cohen d, 0.33; 95% CI, 0.08-0.57); and involvement in child reading (Cohen d, 0.17; 95% CI, −0.07 to 0.41). CONCLUSIONS AND RELEVANCEThe results of this randomized clinical trial provide promising evidence on the effectiveness of a multicomponent parenting intervention in preparing children from low-income families to be more socially and emotionally ready for school.

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Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

Cited by 15 publications

References 56 publications

Effects of Dialogic Reading on the Creativity Development of a Chinese Student

Effects of Dialogic Reading on the Creativity Development of a Chinese Student

Positive psychology and language learning: A systematic scoping review

Effectiveness of a Multicomponent Parenting Intervention for Promoting Social-Emotional School Readiness Among Children From Low-Income Families in Hong Kong

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