The Social Practice of Parents' Storybook Reading: A Critical Discourse Analysis

Autor/in	Saracho, Olivia N.
Titel	The Social Practice of Parents' Storybook Reading: A Critical Discourse Analysis
Quelle	In: Early Child Development and Care, 190 (2020) 6, S.855-876 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saracho, Olivia N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1498091
Schlagwörter	Story Reading; Childrens Literature; Young Children; Parents; Parent Role; Language Acquisition; Emergent Literacy; Reading Achievement; Reading Aloud to Others; Discourse Analysis; Interaction; Parent Child Relationship; Literary Genres; Parents as Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Frühe Kindheit; Eltern; Parental role; Elternrolle; Sprachaneignung; Spracherwerb; Frühleseunterricht; Leseleistung; Diskursanalyse; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Literarische Form; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A Critical Discourse Analysis was used to examine the parents' social practice during shared storybook reading with young children (birth to eight-years-old). The methodology involved two phases: (1) educational databases were searched and (2) a template was developed and used to code the programmes' components and studies' research design. Analysis of the articles which met the selection criteria generated trends in the research questions, theories used, and types of interactions that gained their attention. This analysis describes how studies examined the parents' social practices in shared storybook reading. The results indicated that parents used several approaches in shared storybook reading such as using their personal teaching behaviours and engaging in high quality literacy interactions. High reliability estimates were found for these categories, which ranged from 65% to 100%. Results indicate that shared storybook reading promotes the children's language growth, emergent literacy, and reading achievement. The study also provides research recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01