Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills

Sénéchal, Monique; Pagan, Stephanie; Lever, Rosemary; Ouellette, Gene

doi:10.1080/10409280701838710

Cited by 211 publications

(161 citation statements)

References 30 publications

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“…Additionally, Weigel et al (2006) noted, ''Parents who express positive attitudes about reading and actively engage their children in literacy enhancing activities are creating an atmosphere of enthusiasm for literacy and learning' ' (p. 374). While several studies demonstrate the positive correlation between the regularity of shared book reading, emergent literacy and language development among preschoolers (Bus et al 1995;Sénéchal et al 2008;Karrass and Braungart-Rieker 2005), there is more to enhancing early literacy skills than just positive attitudes about literacy and shared book reading. Specific factors such as selecting appropriate texts, leading children in conversation in connection to the reading, and engaging them in activities such as songs, rhymes, and finger plays are important in developing strong readers.…”

Section: Introductionmentioning

confidence: 94%

Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program

Sukhram

Hsu

2012

Early Childhood Educ J

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Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills development. This report presents an overview of the Reading Together Program that introduced families of young children ages 6-36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored by a faculty development grant invited parents to play an active role in their children's reading journey. Results indicated that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship with their children. This article also presents responses of the initial and final reading perception surveys as well as implications for future research and practice.

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Section: Introductionmentioning

confidence: 94%

Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program

Sukhram

Hsu

2012

Early Childhood Educ J

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“…With pre-school children of low socio-economic status, Bracken and Fischel (2008) found that parentchild reading interaction was a significant predictor of children's subsequent receptive vocabulary. Sénéchal, Pagan, Lever and Ouellette (2008) found an effect of home shared reading practices on subsequent child expressive vocabulary and morphological knowledge in 106 4-year-olds, irrespective of child nonverbal intelligence, parent education and parent literacy. Mol, Bus, de Jong and Smeets (2008) conducted a meta-analysis of studies of dialogic parent-child book readings and analysed the effect on children's expressive vocabulary.…”

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 benefits of shared book reading, particularly in relation to domain-specific skills such as children's literacy competency, are well established (Sparks & Reese, 2013). Shared book reading is correlated positively with the development of vocabulary, comprehension, and narrative skills (Farrant andZubrick, 2013 andSénéchal et al, 2008). These skills are integral to reading development across the early school years (Hood et al, 2008 andSénéchal, 2006).…”

Section: Shared Book Readingmentioning

confidence: 99%

Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children

Williams

Barrett

Welch

et al. 2015

Early Childhood Research Quarterly

151

136

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Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills

Cited by 211 publications

References 30 publications

Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program

Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program

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

Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children

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