Parents' Shared Storybook Reading--Learning to Read

Autor/in	Saracho, Olivia N.
Titel	Parents' Shared Storybook Reading--Learning to Read
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.554-567 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1261514
Schlagwörter	Story Reading; Reading Aloud to Others; Parents; Young Children; Parent Child Relationship; Parents as Teachers; Interaction; Reading Material Selection; Literary Genres + Suchen Sie Ihr Suchwort? Eltern; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Literarische Form
Abstract	Parents engage in joint story book sharing where adults read an appropriate text to children, usually in the home environment. Story book sharing promotes the young children's development of receptive and expressive language abilities as well as their emerging early literacy abilities, which have an effect on the children's success in school-based literacy instruction. This review describes and analyses studies that have examined the parents' and children's involvement in shared storybook reading. It specifically focuses on the parents' teaching behaviours and storybook reading interactions during formal and informal literacy experiences including the quality of their interactions, interactions in dialogic reading, and extratextual interactions. The review also discusses studies on the value and effect of using different story book genres in particular narrative and informational texts (such as science texts as information books). These studies support that storybook reading promotes children's language growth, emergent literacy, and reading achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01