Does the Brown Banana Have a Beak? Preschool Children's Phonological Awareness as a Function of Parents' Talk about Speech Sounds

Autor/inn/en	Reese, Elaine; Robertson, Sarah-Jane; Divers, Sarah; Schaughency, Elizabeth
Titel	Does the Brown Banana Have a Beak? Preschool Children's Phonological Awareness as a Function of Parents' Talk about Speech Sounds
Quelle	In: First Language, 35 (2015) 1, S.54-67 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723714566336
Schlagwörter	Preschool Children; Phonological Awareness; Parent Child Relationship; Language Skills; Intervention; Observation; Role; Language Acquisition; Measures (Individuals); Emergent Literacy; Elementary School Students; Reading Tests; Reading Fluency; Coding; Correlation; Foreign Countries; New Zealand; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Test of Early Language Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Language skill; Sprachkompetenz; Beobachtung; Rollen; Sprachaneignung; Spracherwerb; Messdaten; Frühleseunterricht; Lesetest; Codierung; Programmierung; Korrelation; Ausland; Neuseeland
Abstract	Children's phonological awareness develops rapidly in the preschool years and is an important contributor to later reading skill. This study addresses the role of parents' talk in preschool children's phonological awareness development. A community sample of 27 parents and their 3- to 4-year-old children participated in a new "Sound Talk" observational measure. Children completed measures of phonological awareness, language, and literacy. Parents who used more sound talk in the observation had children with more advanced phonological awareness, even after controlling for children's language skills and sociodemographic factors. These results have implications for designing interventions with parents to foster their children's phonological awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01