Shared Book Reading and English Learners' Narrative Production and Comprehension

Autor/inn/en	Gámez, Perla B.; González, Dahlia; Urbin, LaNette M.
Titel	Shared Book Reading and English Learners' Narrative Production and Comprehension
Quelle	In: Reading Research Quarterly, 52 (2017) 3, S.275-290 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.174
Schlagwörter	Spanish Speaking; English Language Learners; Kindergarten; Books; Story Reading; Reading Aloud to Others; Reading Comprehension; Coding; Audio Equipment; Video Equipment; Reading Instruction; Teaching Methods; Nonverbal Communication; Cartoons; Prompting; Text Structure; Reading Tests; Multiple Choice Tests; Reading Achievement; Achievement Gains; Predictor Variables; Narration; Reading Skills; Outcomes of Education + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Leseverstehen; Codierung; Programmierung; Audio-CD; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Zeichentrickfilm; Benutzerführung; Textstruktur; Lesetest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leseleistung; Achievement gain; Leistungssteigerung; Prädiktor; Reading skill; Lesefertigkeit; Lernleistung; Schulerfolg
Abstract	This study examined the relation between exposure to shared book reading and Spanish-speaking English learners' (ELs'; n = 102) narrative production and comprehension skills in kindergarten (mean age = 6.12 years). Audio- and videotaped book-reading sessions in Spanish were coded in terms of teachers' extratextual talk and gestures. Using a silent cartoon as a prompt, ELs' fall and spring story retellings in Spanish were transcribed, coded, and compared on micro- (e.g., word tokens) and macrostructure skills (story structure); story comprehension was assessed using multiple-choice questions. Results revealed that teachers' extratextual talk predicted ELs' narrative production (story structure) gains in the spring. Narrative comprehension gains were positively associated with teachers' gestures. Findings suggest a nonuniform influence of shared book reading on ELs' narrative skills, such that different features of the shared book-reading experience target specific skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01