The Effect of Thematically Related Play on Engagement in Storybook Reading in Children with Hearing Loss

Autor/inn/en	Pataki, Kristen W.; Metz, Alexia E.; Pakulski, Lori
Titel	The Effect of Thematically Related Play on Engagement in Storybook Reading in Children with Hearing Loss
Quelle	In: Journal of Early Childhood Literacy, 14 (2014) 2, S.240-264 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798413480516
Schlagwörter	Preschool Children; Hearing Impairments; Play; Learner Engagement; Rating Scales; Attention; Cooperation; Affective Behavior; Correlation; Story Reading; Instructional Effectiveness; Comparative Analysis; Child Care Centers; Socioeconomic Status; Reading Habits; Scores; Books; Toys; Measures (Individuals); Persistence; Likert Scales; Interrater Reliability + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hearing impairment; Hörbehinderung; Spiel; Rating-Skala; Aufmerksamkeit; Co-operation; Kooperation; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Unterrichtserfolg; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Socio-economic status; Sozioökonomischer Status; Reading habit; Lesegewohnheit; Book; Buch; Monographie; Monografie; Toy; Spielzeug; Messdaten; Ausdauer; Likert-Skala; Interrater-Reliabilität
Abstract	Purpose: This study examined whether theme-related play increased subsequent engagement in storybook reading in preschool children with typical hearing and with hearing loss. Method: This study employed a counterbalanced experimental design. In all sessions, participants engaged in free play first and then were read a storybook. In the experimental condition, the play materials matched the theme of the book, and in the control condition it did not. Conditions were presented in random order. Storybooks had language at the early preschool level and had characters, plots, and illustrations. Twenty-three preschool-aged children participated, 12 with typical hearing and 11 with hearing loss. Engagement during storybook reading was measured using a modified Child Behaviour Rating Scale (CBRS; Mahoney, 1998), consisting of five Items: Attention to Activity, Involvement, Cooperation (Attention subscale), and Affect and Joint Attention (Socio-emotional subscale). Results: Play that matched the theme of the storybook selectively enhanced engagement, particularly the Affect Item and the Socio-emotional Subscale of the CBRS, in participants with hearing loss. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10