Meaning-Related and Print-Related Interactions between Preschoolers and Parents during Shared Book Reading and Their Associations with Emergent Literacy Skills

Autor/inn/en	Han, Jisu; Neuharth-Pritchett, Stacey
Titel	Meaning-Related and Print-Related Interactions between Preschoolers and Parents during Shared Book Reading and Their Associations with Emergent Literacy Skills
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 4, S.528-550 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1073819
Schlagwörter	Preschool Children; Parent Child Relationship; Reading Aloud to Others; Reading Skills; Emergent Literacy; Interaction; Reader Text Relationship; Correlation; Receptive Language; Expressive Language; Vocabulary; Educational Attainment; Mothers; Program Effectiveness; Individual Characteristics; Racial Differences; Ethnic Groups; Socioeconomic Status; Verbal Ability; Intelligence Tests; Questionnaires; Family Environment; Preschool Education; Structural Equation Models; Statistical Analysis; Peabody Picture Vocabulary Test + 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; Reading skill; Lesefertigkeit; Frühleseunterricht; Interaktion; Korrelation; Rezeptive Kommunikationsfähigkeit; Wortschatz; Bildungsabschluss; Bildungsgut; Mother; Mutter; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Rassenunterschied; Ethnie; Socio-economic status; Sozioökonomischer Status; Mündliche Leistung; Intelligence test; Intelligenztest; Fragebogen; Familienmilieu; Statistische Analyse
Abstract	This study examined interactions between preschool children and parents during shared book reading by analyzing parental self-report data. Using confirmatory factor analytic procedures and structural equation modeling, this study developed a scale measuring meaning-related and print-related reading interactions and examined their associations with children's emergent literacy skills. Based on a sample of 242 participants, this study confirmed a two-factor model of shared book-reading interactions: meaning- and print-related interactions. The study also demonstrated that meaning-related interactions were significantly related to children's receptive and expressive vocabulary and that print-related interactions were significantly associated with their letter-name knowledge. Additional findings indicated that while reading together, parents and their preschool children reported a greater focus on the contents of the story than on the printed letters or words. Compared to less educated mothers, mothers with higher levels of education reported engaging more frequently in meaning-related interactions with their children during shared reading. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01