Parents' Vocabulary Instruction with Preschoolers during Shared Book Reading

Autor/inn/en	Olszewski, Arnold; Hood, Rachel Lynell
Titel	Parents' Vocabulary Instruction with Preschoolers during Shared Book Reading
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 1, S.58-73 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olszewski, Arnold)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590231151662
Schlagwörter	Vocabulary Development; Preschool Children; Story Reading; Parent Child Relationship; Parents as Teachers; Dialogs (Language); Federal Programs; Preschool Education; Low Income Students; Childrens Literature; Video Technology; Reading Strategies; Academic Achievement; Family Environment; Language Usage; Language Tests; Teaching Methods; Verbs; Nouns; Form Classes (Languages); Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Wortschatzarbeit; 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; Dialog; Dialogs; Dialogue; Dialogues; 'Children''s literature'; Kinderliteratur; Reading strategy; Leselernstufe; Lesetechnik; Schulleistung; Familienmilieu; Sprachgebrauch; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Analytischer Sprachbau
Abstract	Dialogic reading during shared book reading between adults and children is an effective way to promote vocabulary acquisition. However, there is limited research on what strategies parents are spontaneously using during book reading sessions, which are important to understand for optimizing parent training in dialogic reading. The current study investigates what strategies parents are currently using to teach vocabulary to their children and what parts of speech and tier of vocabulary they choose to discuss. The current study recruited low-income parents and their preschool-age (42-65 months), typically developing children from Head Start classrooms in the United States. Twenty-seven adults filmed themselves at home reading "Giraffes Can't Dance" by Giles Andreae and Guy Parker-Rees to their child, given the instruction to read as they normally would. The videos were coded looking at a dialogic reading framework: CROWD and PEER. Child behaviors and the vocabulary discussed were included in the coding. Results show that although there is a large amount of variability between parents in their use of strategies during shared book reading, in general, parents are using very few dialogic reading strategies to explicitly teach vocabulary. However, parents' use of dialogic reading strategies was significantly correlated with child extratextual talk. When they did provide instruction, parents discussed mostly tier 1 nouns and verbs, rather than tier 2 words which are necessary for academic success. These results reinforce the need for parent training on interactive reading strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01