Shared-Reading Dynamics: Mothers' Question Use and the Verbal Participation of Children With Specific Language Impairment

McGinty, Anita S.; Justice, Laura M.; Zucker, Tricia A.; Gosse, Carolyn; Skibbe, Lori E.

doi:10.1044/1092-4388(2011/10-0298)

Cited by 28 publications

(28 citation statements)

References 45 publications

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“…Although wh ‐ questions have been the focus of prior work (Lee et al., ; Leech et al., ; McGinty et al., ), we did not find that inferential wh ‐ questions predicted children's vocabulary growth. Future replication of our work is needed before a definitive conclusion can be made regarding which type of inferential utterance best promotes children's vocabulary.…”

Section: Practical Importancecontrasting

confidence: 91%

“…The current study was also limited to only one mother–child storybook observation. Although this is common in the literature on parents’ extratextual utterances (e.g., Fletcher et al., ; Hammett et al., ; Hindman et al., ; Kang et al., ; McGinty et al., ), it is not clear how representative this one book‐reading session is of typical mother–child interactions. However, other researchers have found that parents’ and teachers’ inferential talk to young children during a single book‐reading observation predicts children's later language skills (e.g., Hindman et al., ).…”

Section: Limitationsmentioning

confidence: 99%

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Maternal Inferential Input and Children's Language Skills

Tompkins

Bengochea

Nicol

et al. 2017

Reading Research Quarterly

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Researchers have consistently found a link between the quality of early parent–child book‐reading interactions and children's language skill. Two aspects of quality (level of abstraction and utterance function) were examined simultaneously in the current study to further refine our understanding of how parents’ talk during shared reading predicts children's vocabulary growth and elicits children's participation in book reading. To achieve this aim, the authors examined mothers’ extratextual utterances while reading to their preschool children across a continuum of four levels of abstraction (two literal and two inferential) and in terms of utterance function (wh‐ question, yes/no question, and statement). In a sample of 49 mother–child dyads (mean child age = 4.47 years), the authors found that mothers’ inferential yes/no questions and statements predicted children's receptive vocabulary growth over six months, controlling for children's age, mothers’ education, and frequency of reading, and that mothers’ inferential wh‐ questions and literal utterances of all types were not predictive of children's vocabulary growth. Using sequential analysis, the authors also found significant contingencies between mothers’ utterances and children's responses during shared reading that were within the same level of abstraction across all utterance functions. These results are discussed in relation to prior work that has largely examined these two qualities of parent–child book interactions separately.

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Section: Practical Importancecontrasting

confidence: 91%

Section: Limitationsmentioning

confidence: 99%

Maternal Inferential Input and Children's Language Skills

Tompkins

Bengochea

Nicol

et al. 2017

Reading Research Quarterly

Self Cite

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“…Pour finir, bien que l'âge des enfants, le « statut » de l'adulte mais aussi, comme l'ont souligné Danis et al (2000) et McGinty et al (2012), les comportements et les conduites discursives des enfants, semblent influer sur les conduites discursives des mères et des enseignants, il semblerait également qu'il existe des variabilités individuelles qui puissent se regrouper en fonction de profils communs, comme l'ont remarqué Salazar Orvig et de Weck (à paraître), indépendants des premiers facteurs. Les enfants sont donc confrontés, tout au long de leur scolarité à l'école maternelle, à différents styles de conduites et d'expériences discursives qui leur permettront in fine de construire seuls des récits.…”

Section: Resultsunclassified

Comparaison des conduites discursives de mères et d’enseignants dans la co-construction de récits avec des enfants

Vinel

2014

SHS Web of Conferences

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“…They may also be concerned that asking questions of greater cognitive challenge may not promote linguistically complex responses (e.g. McGinty et al, 2012). This may also aid in determining appropriate guidelines for frequencies of questions.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom

Sanders

Irvin

Belardi

et al. 2015

Autism

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This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n = 42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean = 19.97, standard deviation = 12.71) were asked more than less cognitively challenging questions (mean = 14.22, standard deviation = 8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean = 10.00, standard deviation = 6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio = 1.025; p = 0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio = 1.176; p = 0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms.

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Shared-Reading Dynamics: Mothers' Question Use and the Verbal Participation of Children With Specific Language Impairment

Abstract: The findings were contrary to hypotheses and collectively suggest potentially unique and challenging verbal dynamics between mothers and their young children with SLI during shared-reading experiences. Future directions for research are discussed.

Cited by 28 publications

References 45 publications

Maternal Inferential Input and Children's Language Skills

Maternal Inferential Input and Children's Language Skills

Comparaison des conduites discursives de mères et d’enseignants dans la co-construction de récits avec des enfants

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom

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