Supporting Children’s Language and Literacy Through Collaborative Shared Book Reading

Murphy, Kimberly A.; Pentimont, Jill M.; Chow, Jason C.

doi:10.1177/10534512221081218

Cited by 18 publications

(5 citation statements)

References 37 publications

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“…The explicit teaching of sound-symbol correspondence and phonics rules supported learners in developing the foundational skills necessary for reading in English (Luna & Silvester 2023). This targeted instruction has been shown to improve learners' ability to accurately decode English words (Murphy et al 2023).…”

Section: Discussionmentioning

confidence: 99%

“…The UNESCO ( 2020) explains that such activities help learners develop phonemic awareness by focusing on the sounds within words. These activities can be implemented in a variety of ways, including whole-class instruction, small group work, or one-on-one interventions, depending on the needs and abilities of the learners (Murphy, Pentimonti & Chow 2023). The overarching aim is that regular practice with phonemic awareness activities can strengthen learners' foundation for reading and spelling (MoEAC 2017a).…”

Section: Phonemic Awarenessmentioning

confidence: 99%

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Learning activities used for reading literacy instruction in selected Namibian primary schools

Gabriel,

Mpofu

2024

South African Journal of Childhood Education

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Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

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Section: Discussionmentioning

confidence: 99%

Section: Phonemic Awarenessmentioning

confidence: 99%

Learning activities used for reading literacy instruction in selected Namibian primary schools

Gabriel,

Mpofu

2024

South African Journal of Childhood Education

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“…There is evidence that attests to the importance of exposing children to a "varied diet" of book genre and type as each can have a distinct impact on children's language and early literacy skills (Pappas, 2006). For instance, alphabet and rhyming books can promote children's emergent literacy skills such as letter identification and phonological awareness (e.g., Murphy et al, 2022). Exposure to narrative books on the other hand is an effective means through which children can acquire comprehension strategies (Lynch & van den Broek, 2007).…”

Section: Shared Book Reading and Child Language Developmentmentioning

confidence: 99%

Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books

Conica

Kelly

Nixon

et al. 2023

Reading Research Quarterly

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While the association between shared book reading (SBR) and child language development is well documented, there has been less focus on how book characteristics may differentially elicit parents' language input and hence differentially relate to children's language skills during this activity. Moreover, despite the positive and unique role that fathers have been shown to play for children's language, the father‐child SBR evidence base is small. Accordingly, the present study examined variation in father and child language quantity, quality, complexity, and function during SBR with text‐based and wordless picture books and explored associations between fathers' language and children's language during these episodes. Participants were 46 father‐child dyads (20 females). Fathers' mean age was 38.74 years (SD = 5.74), and children's mean age was 37.89 months (SD = 2.71). Findings indicate that fathers in the text‐book condition produced significantly greater language quality, extended the topic more, and produced more conversational utterances but described and labeled pictures less than fathers in the wordless picture book condition. Fathers' language during both SBR episodes showed differential links with child's language and may suggest that fathers were fine‐tuning their language in accordance with their child's language skills (effect sizes ranged from r = .45 to r = .78). It is possible that variation in book content may encourage different types of learning with distinct effects on different domains of child language. Should future research replicate such differential relations, findings may inform caretakers and early childhood interventions with the aim of promoting children's books tailored to specific language areas of interest.

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“…SLPs are trained to integrate and consider culture into their practice of identifying and treating speech, language, and communication disorders. Given this expertise, encouraging collaboration between SLPs and teachers is a logical and efficient use of resources, especially given the interplay between language development and reading (Murphy et al, 2022).…”

Section: Recommendation 4: Collaborate For Interdisciplinary Partners...mentioning

confidence: 99%

Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

Gatlin-Nash

Chow

Evans

2022

Intervention in School and Clinic

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Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educators can support novice teachers in addressing the needs of NMAE speakers with or at risk for learning disabilities. This article focuses on four core recommendations that teacher educators and other practitioners can learn from and apply in teacher preparation coursework to support the learning outcomes and needs of NMAE dialect speakers. These include (a) basic instruction on and descriptions of language variation in reading methods courses, (b) addressing language variation within the core areas of language development, (c) guidance for novice teachers to critically examine reading and literacy theories to plan instruction, and (d) collaboration across disciplines to encourage interdisciplinary partnerships with other school personnel.

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Supporting Children’s Language and Literacy Through Collaborative Shared Book Reading

Cited by 18 publications

References 37 publications

Learning activities used for reading literacy instruction in selected Namibian primary schools

Learning activities used for reading literacy instruction in selected Namibian primary schools

Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books

Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

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