The quality of mother–child shared reading: its relations to child’s storytelling and home literacy environment

Marjanovič‐Umek, Ljubica; Hacin, Kaja; Fekonja, Urška

doi:10.1080/03004430.2017.1369975

Cited by 23 publications

(9 citation statements)

References 28 publications

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“…how frequently a parent references print or asks a question). Another consideration is the association between language quality and quantity used during shared reading interactions and the impact on a child’s language development (Bojczyk, 2016; Deckner, 2006; Marjanovič-Umek et al, 2019). This detailed exploration of the shared reading interaction provides a more nuanced understanding of the language and literacy learning opportunities present, and enables a greater understanding of the effectiveness of interventions designed to enrich these interactions.…”

Section: Introductionmentioning

confidence: 99%

Teenage mothers’ language use during shared reading: An examination of quantity and quality

Scott

McNeill

Bysterveldt

2020

Child Language Teaching and Therapy

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This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.

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Section: Introductionmentioning

confidence: 99%

Teenage mothers’ language use during shared reading: An examination of quantity and quality

Scott

McNeill

Bysterveldt

2020

Child Language Teaching and Therapy

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“…Finally, most of the surveyed families are highly educated (81%) and were teleworking (51.6%). This is a common limitation from similar studies (see Marjanovič-Umek et al, 2019). Therefore, our results could be different for parents with a lower educational level or parents with less economic and digital resources to carry out shared reading with their children.…”

Section: Limitationsmentioning

confidence: 70%

Efectos del teletrabajo y la digitalización en la lectura compartida entre padres e hijos

Gómez-Merino¹,

Rubio

Clemente

et al. 2023

Bordón

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OBJETIVO. Existen diversos beneficios asociados a la lectura compartida. El tiempo que las familias dedican a leer con sus hijos puede estar influenciado por diferentes factores demográficos (p. ej., tipo y estructura familiar) y personales (p. ej., disponibilidad de tiempo). La sociedad experimenta sucesivos cambios y el tiempo dedicado a la lectura compartida en el hogar puede verse influenciado por los mismos. Este estudio tiene dos objetivos: en primer lugar, analizar las diferencias en el tiempo de lectura compartida considerando aquellas variables demográficas que otros estudios han identificado como relevantes (sexo del progenitor, edad de los hijos, número de hijos); en segundo lugar, examinar las diferencias en el tiempo de lectura compartida atendiendo a dos variables fuertemente afectadas por la pandemia: la situación laboral y el soporte de lectura (lectura en papel vs. lectura digital). MÉTODO. A través de un análisis comparativo-descriptivo de variables demográficas, situación laboral y soporte de lectura se analizaron las respuestas de 659 padres a una encuesta sobre hábitos lectores antes y después del confinamiento. RESULTADOS Y DISCUSIÓN. Los resultados principales indican que las familias dedican cada vez mayor tiempo a la lectura compartida a lo largo del confinamiento. En este sentido, las madres invirtieron más tiempo que los padres tanto antes como durante el confinamiento. Atendiendo al soporte, el papel continuó siendo más utilizado para la lectura compartida durante el confinamiento, aunque el tiempo dedicado a la lectura compartida mediante soporte digital aumentó en comparación con su uso anterior al confinamiento. Finalmente, los padres que teletrabajaron no invirtieron más tiempo de lectura compartida que aquellos que trabajaban fuera del hogar, por lo que contrariamente a lo esperado, el teletrabajo durante la pandemia tampoco permitió una mejor conciliación familia-profesión ni una mayor dedicación a la alfabetización de los niños.

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“…It is the desire of the majority of parents for their children to like books and listen to stories. A home environment rich in books will provide opportunity for the children to engage spontaneously and develop interest in books (Marjanovic-Umec et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Relationship between Parental Literacy Beliefs and Home Literacy Environment

Mad¹,

Mohamed²

2023

IJARPED

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Parental literacy beliefs and home environment play an important role in stimulating children's literacy development. Parents who believe that children's literacy development is highly dependent on them will be more likely to spend more time to create an atmosphere of literacy with their children. The main purpose of this study was to determine the relationship between parental literacy beliefs and home literacy environment. This study was conducted in Sungai Pelek, Selangor. Findings of this quantitative methods strategy study were based on data collected from 240 parents of KEMAS preschool children aged between five and six years. Data was collected with the aid of electronic questionnaire via Google Form. The Parental Reading Belief Inventory (PRBI) was used to measure parental literacy beliefs and the Home Observation for Measurement of the Environment (HOME) was used to measure the home literacy environment. The results showed that the parental 's literacy beliefs have a significant relationship with the home literacy environment. It showed weak correlation between parental literacy beliefs and home literacy environment. In conclusion, the literacy environment at home is not highly dependent on parents' belief in the important of literacy. It is recommended for future research can be expanded in various states in Malaysia with a larger sample size to increase generalization and produce more reliable data. Furthermore, it is recommended for future research to take into account of the predictive factors in children literacy development research.

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The quality of mother–child shared reading: its relations to child’s storytelling and home literacy environment

Cited by 23 publications

References 28 publications

Teenage mothers’ language use during shared reading: An examination of quantity and quality

Teenage mothers’ language use during shared reading: An examination of quantity and quality

Efectos del teletrabajo y la digitalización en la lectura compartida entre padres e hijos

Relationship between Parental Literacy Beliefs and Home Literacy Environment

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