'What Does an "O" Say When There's No "E" at the End?' Parents' Reading-Related Knowledge and Feedback during Child-to-Parent Reading

Autor/inn/en	Segal, Aviva; Martin-Chang, Sandra
Titel	'What Does an "O" Say When There's No "E" at the End?' Parents' Reading-Related Knowledge and Feedback during Child-to-Parent Reading
Quelle	In: Journal of Research in Reading, 42 (2019) 2, S.349-370 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Segal, Aviva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12272
Schlagwörter	Parent Child Relationship; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Feedback (Response); Phonology; Syllables; Language Patterns; Parent Attitudes; Spelling; Young Children; Reading Tests; Oral Reading; Video Technology; Parents as Teachers; Verbal Communication; Nonverbal Communication; Miscue Analysis; Correlation; Scores; Criticism; Phoneme Grapheme Correspondence; Reading Skills; Literacy Education; Knowledge Level; Teaching Methods; Peabody Picture Vocabulary Test; Wide Range Achievement Test; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fonologie; Silbe; Sprachmodell; Sprachstruktur; Elternverhalten; Schreibweise; Frühe Kindheit; Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Non-verbal communication; Nonverbale Kommunikation; Korrelation; Kritik; Reading skill; Lesefertigkeit; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Although a large body of research has investigated teachers' reading-related knowledge and associated pedagogical practices, comparatively little is known about these factors in parents. Therefore, the present study examined the association between parental reading-related knowledge and feedback during child-to-parent reading. Methods: Seventy parents completed a reading-related knowledge questionnaire (phonological segmentation, knowledge of written syllable patterns, identification of regular and irregular word spellings) while their 6 and 7-year-old children were administered the Peabody Picture Vocabulary Test and the reading subtest of the Wide Range Achievement Test--Fourth Edition. Based on children's Wide Range Achievement Test--Fourth Edition reading performances, they were assigned one of five adapted passages from the Gray Oral Reading Test--Fifth Edition to read aloud to their parents; parents were asked to help as they normally would. Reading sessions were videotaped; the content was transcribed and coded for evidence of verbal and nonverbal parental feedback (evaluative feedback: praise and criticism; miscue feedback: graphophonemic, context cues, try again, terminal and ignoring miscues). Results: Consistent with the teacher and parent literature, reading-related knowledge was positively associated with children's reading scores. Parents' reading-related knowledge additionally accounted for unique variance in praise and graphophonemic feedback during child-to-parent reading beyond the variance already explained by children's reading scores. Conclusions: These findings suggest that even after accounting for children's reading abilities, reading-related knowledge contributes to a positive affective atmosphere for teaching key literacy skills to young readers. Implications are discussed in terms of enhancing parents' reading-related knowledge and associated practices in hopes of positively contributing to children's literacy outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01