Shared Book Reading: Parental Goals Across the Primary Grades and Goal–Behavior Relationships in Junior Kindergarten

Audet, Diana; Evans, Mary Ann; Williamson, Karen; Reynolds, Kailey

doi:10.1080/10409280701839189

Cited by 54 publications

(33 citation statements)

References 50 publications

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“…Recent research in this area demonstrates that repeatedly reading the same stories is more effective for learning new words than reading several different stories (Horst et al, 2011a; McLeod and McDade, 2011). The goals of many parents engaged in shared storybook reading, however, are bonding and spending time together, not word learning per se (Audet et al, 2008). If the goals are bonding and spending time together, then whether they are reading storybooks best suited for building vocabularies may not be as important as reading storybooks that will invite conversations and engage children's imaginations.…”

Section: Discussionmentioning

confidence: 99%

Context and repetition in word learning

Horst¹

2013

Front. Psychol.

101

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Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further examines the effect of contextual repetition on children's word learning in both shared storybook reading and other situations, including fast mapping by mutual exclusivity. The studies reviewed here suggest that the same cognitive mechanisms support word learning in a variety of situations. Both practical considerations for experimental design and directions for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Context and repetition in word learning

Horst¹

2013

Front. Psychol.

101

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“…Because learning to read English is so difficult (Seymour et al, 2003), parents of English-speaking children are often concerned that their children will struggle in reading (and in many cases they are correct). In response, they invest a considerable amount of effort at home to supplement, anticipate, and extend school instruction in reading (Audet, Evans, Williamson, & Reynolds, 2008). This is less common in consistent orthographies (Leseman & de Jong, 1998;van Steensel, 2006).…”

Section: The Present Studymentioning

confidence: 96%

Revisiting the home literacy model of reading development in an orthographically consistent language

Manolitsis

Georgiou

Parrila

2011

Learning and Instruction

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“…Parents rate the emotional dimensions of shared reading – fostering an enjoyment of books and having a close and enjoyable time with the child – as more important than cognitive stimulation and fostering of reading development (Audet et al, 2008). Positive shared reading experiences as children are learning to read also predict better reading outcomes in later life and greater interest in reading (e.g., Baker et al, 2001; Hood et al, 2008; Hume et al, 2015), and children’s enjoyment and motivations to read are positively related to reading attainment (e.g., Baker and Wigfield, 1999; Wang and Guthrie, 2004; Taboada et al, 2009; Petscher, 2010; Clark and De Zoysa, 2011; McGeown et al, 2015; Clark, 2016).…”

Section: Introductionmentioning

confidence: 99%

Reading Touch Screen Storybooks with Mothers Negatively Affects 7-Year-Old Readers’ Comprehension but Enriches Emotional Engagement

2016

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Touch screen storybooks turn reading into an interactive multimedia experience, with hotspot-activated animations, sound effects, and games. Positive and negative effects of reading multimedia stories have been reported, but the underlying mechanisms which explain how children’s learning is affected remain uncertain. The present study examined the effect of storybook format (touch screen and print) on story comprehension, and considered how level of touch screen interactivity (high and low) and shared reading behaviors (cognitive and emotional scaffolding, emotional engagement) might contribute to comprehension. Seven-year-olds (n = 22) were observed reading one touch screen storybook and one print storybook with their mothers. Story comprehension was inferior for the touch screen storybooks compared to the print formats. Touch screen interactivity level had no significant effect on comprehension but did affect shared reading behaviors. The mother–child dyads spent less time talking about the story in the highly interactive touch screen condition, despite longer shared reading sessions because of touch screen interactions. Positive emotional engagement was greater for children and mothers in the highly interactive touch screen condition, due to additional positive emotions expressed during touch screen interactions. Negative emotional engagement was greater for children when reading and talking about the story in the highly interactive condition, and some mothers demonstrated negative emotional engagement with the touch screen activities. The less interactive touch screen storybook had little effect on shared reading behaviors, but mothers controlling behaviors were more frequent. Storybook format had no effect on the frequency of mothers’ cognitive scaffolding behaviors (comprehension questions, word help). Relationships between comprehension and shared reading behaviors were examined for each storybook, and although length of the shared reading session and controlling behaviors had significant effects on comprehension, the mechanisms driving comprehension were not fully explained by the data. The potential for touch screen storybooks to contribute to cognitive overload in 7-year-old developing readers is discussed, as is the complex relationship between cognitive and emotional scaffolding behaviors, emotional engagement, and comprehension. Sample characteristics and methodological limitations are also discussed to help inform future research.

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Shared Book Reading: Parental Goals Across the Primary Grades and Goal–Behavior Relationships in Junior Kindergarten

Cited by 54 publications

References 50 publications

Context and repetition in word learning

Context and repetition in word learning

Revisiting the home literacy model of reading development in an orthographically consistent language

Reading Touch Screen Storybooks with Mothers Negatively Affects 7-Year-Old Readers’ Comprehension but Enriches Emotional Engagement

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