Enhancing Parent-Child Shared Book Reading Interactions: Promoting References to the Book's Plot and Socio-Cognitive Themes

Autor/inn/en	Aram, Dorit; Fine, Yaara; Ziv, Margalit
Titel	Enhancing Parent-Child Shared Book Reading Interactions: Promoting References to the Book's Plot and Socio-Cognitive Themes
Quelle	In: Early Childhood Research Quarterly, 28 (2013) 1, S.111-122 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.03.005
Schlagwörter	Intervention; Social Cognition; Control Groups; Preschool Children; Story Grammar; Reading Aloud to Others; Experimental Groups; Parent Child Relationship; Parent Education; Citations (References); Interaction Process Analysis; Program Effectiveness + Suchen Sie Ihr Suchwort? Soziale Kognition; 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; Parents education; Elternbildung; Elternschule; Citations; Zitat; Prozessanalyse
Abstract	The study examined the efficacy of an intervention designed to promote parents' and preschoolers' references to storybooks' plot and socio-cognitive themes during shared reading within a sample of 58 families from low-SES background. All parents were given four books, one new book weekly, and were instructed to read each book four times per week to their children. Parents in the control group were given no further guidance, whereas parents in the intervention group were guided in reading the books interactively with their children using Bruner's (1986) structure of the complete storybook reading experience. These parents were taught a four-reading model that guided them to first focus on the book's plot aspects (vocabulary, sequence of events, story structure) and then move on to its socio-cognitive aspects (mental terms, mental causality, references to the child's life). After the intervention, parents and children in the intervention group referred more than their control counterparts to both the book's plot and its socio-cognitive themes. The advantages of the intervention were maintained beyond effects of parental education and of children's gender, vocabulary, and social cognition level. The study revealed the importance of direct guidance of parents and the potential of shared reading contexts for eliciting rich conversations between parents and children. Discussion emphasized the importance of encouraging parents to refer to both the book's plot and its socio-cognitive themes. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10