Abstract
This study examined mother-child interactions across two types of reading interactions—shared reading versus emergent reading—in order to determine (a) if mothers and children provide the same amount of language input across the two interactions, (b) if the socioemotional quality is consistent across the interactions, and (c) if the language input and socioemotional quality across the two interactions are differentially associated with children’s scores on early literacy assessments. Twenty-five mother-child dyads participated in both interactions. Children were given a standardized test of early reading and an emergent reading score based on a rubric designed particularly for the book they were reading. Results indicated that during the shared reading mothers provided more language input (i.e., they talked more), but children increased their amount of talk during the emergent reading, making such input effects null. Overall, socioemotional quality was consistent across the two interactions, except mothers provide more literacy feedback during shared reading. Both language input and socioemotional quality were associated with higher scores on early literacy assessments, but the contribution of these factors varied depending across the type of reading interaction. Results are discussed in terms of education implications for literacy practices at home and school.
Highlights
Before young children can read, they possess a body of knowledge pertaining to reading and writing that teachers, developmental psychologists, and researchers refer to as early literacy skills
Literacy skills are developed through repeated exposure to language and literacy activities at school and home, and two of the activities we explore in this study are typical shared reading and emergent reading
We investigated which of these language and socioemotional aspects of the emergent versus the shared reading are more strongly associated with children’s concurrent early literacy skills, as measured by performance on a standardized test of early literacy as well as an emergent reading task
Summary
Before young children can read, they possess a body of knowledge pertaining to reading and writing that teachers, developmental psychologists, and researchers refer to as early literacy skills These skills include meaning-based and code-based skills related to vocabulary, morphosyntax, listening comprehension, print awareness, and phonological awareness (for a detailed discussion of skills see [1]). We define emergent reading as a one-on-one interaction between a parent and child in which a child uses the pictures of book, along with what they remember about that book, to retell the story perhaps with guidance from the parent in the form of questions and encouragement Both typical shared reading and emergent reading have been shown to be significant predictors of children’s later literacy skills, namely their reading and narrative comprehension [2,3,4,5,6,7]
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