Frequency Of Shared Reading Research Articles

A Population-Based Study of Associations Among Child Screen Media Use, Social-Contextual Factors, and School Readiness.

Results of studies examining relations between child media use and school readiness have been inconsistent. Importantly, studies often focus on a single outcome domain (e.g., academic, social, or behavioral), making the comparison of relative importance difficult; fail to account for confounding variables; and fail to investigate social-contextual moderators. This study investigated relations among child media use exposure, social-contextual factors, and multiple domains of school readiness in preschool-aged children. Multivariate regression analyses were used to examine relations between child media use and 3 domains of school readiness (early learning, social-emotional skills, and self-regulation), controlling for demographic and social-contextual factors, and to investigate differential susceptibility by examining family income and 4 social-contextual factors (sleep, exposure to adverse childhood events, frequency of shared reading, and parent stress) as moderators in a large US population-based sample (N = 9323) of 3 to 5 year olds. After controlling for confounding variables, higher screentime was negatively related to children's social-emotional skills and self-regulation, but less so for early learning. Effect sizes were small. The relation between screentime and self-regulation was significantly moderated by family income, such that the relation was stronger for children from low-income backgrounds. No other evidence of significant moderation was found. Results add to evidence that the relation between screen media use and outcomes in young children is likely complex. Future work should prioritize examining impacts of screen media use on social and behavioral functioning to further inform the evaluation of relative benefits and costs of child screen media use.

Tres formas: Shared reading practices with three types of Spanish and English dual-language learning preschoolers

ABSTRACT Shared book reading has positive impacts on language development, yet how it is navigated with young dual-language learning (DLL) children is less well understood. This study explored differences in shared reading practices among families raising Spanish/English DLL children with a survey for primary caregivers (n = 96) of DLLs between 2–5 years old. Respondents self-reported their household primary language and were categorized into three groups: Spanish primary (SPL), English primary (EPL), or both languages primary (BPL). Respondents answered questions about their own language proficiency, their children’s exposure to English and Spanish, frequency of shared reading in each language, and parent and child language preferences and practices involving the use of both languages during reading. Results indicated that reported household primary language corresponded to language dominance reportedly experienced by the child, and shared reading frequency in each language is impacted by household primary language. Across primary language groups, there were not significant differences in the use of beneficial dialogic reading strategies. Additionally, caregivers’ reported practices around the use of both languages while reading were diverse within each group, and warrant further inquiry. These findings illustrate the importance of contextualizing DLL children’s home language environment in order to better understand their pre-literacy experiences.

Home Literacy Activities and Children's Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2.

According to the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home. First, meaning-related literacy activities are those where print is present but is not the focus of the parent–child interaction, for example, when parents read storybooks to their children. In contrast, code-related literacy activities focus on the print, for example, activities such as when parents teach their children the names and sounds of letters or to read words. The present study was conducted to expand the Home Literacy Model by examining its relation with children’s engagement in literacy activities at home and at school as Finnish children transitioned from kindergarten to Grades 1 and 2. Two facets of children’s engagement were examined, namely, children’s independent reading at home and their interest in literacy activities. Children (N = 378) were tested and interviewed at the ends of kindergarten, Grade 1, and Grade 2. Mothers completed questionnaires on their home literacy activities at each test time, and they reported the frequency with which their children read independently twice when children were in grade school. Tested was a longitudinal model of the hypothesized relations among maternal home literacy activities (shared reading and teaching of reading), children’s reading skills, independent reading, and their interest in literacy activities/tasks as children progressed from kindergarten to Grade 2. Stringent path analyses that included all auto-regressors were conducted. Findings extended previous research in four ways. First, the frequency of shared reading and teaching of reading at home predicted the frequency of children’s independent reading 1 year later. Second, children with stronger early literacy skills in kindergarten read independently more frequently once they were in Grade 1. Third, parents adapted, from kindergarten to Grade 1, their teaching behaviors to their children’s progress in reading, whereas shared reading decreased over time. Fourth, children’s own reports of interest in literacy activities were mostly not linked to other variables. Taken together, these results add another layer to the Home Literacy Model.

Examining the Relations of the Home Literacy Environments of Families of Low SES with Children’s Early Literacy Skills

This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children’s early oral language skills and print knowledge were reported. Considerable variability of the self-reported HLE items and the Children’s Title Checklist (CTC) but low correlations were found among items. Children’s expressive language skills were predicted by the CTC. The number of storybooks in the home predicted variance within children’s receptive vocabulary. Concepts about Print (CAP) scores were predicted by the primary caregivers’ frequency of shared reading and the age when parents began reading to children. Children’s letter name scores were not associated with any of the HLE measures in this study. The research provides additional information about the HLE within the homes of low SES using multiple measures and how they relate differentially to children’s early language and literacy skills.

Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study.

The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1

This longitudinal study investigated the associations between the frequency of parents’ reading-related activities at home and their children's reading-related skills during the transition from kindergarten to Grade 1. Longitudinal data were obtained for 1436 Finnish children (5- to 6-year-olds at baseline) and their mothers and fathers. 684 girls and 752 boys participating in the study represented four Finnish municipalities. The reading skills of the children were measured four times: at the beginning and at the end of their kindergarten year, and at the beginning and at the end of Grade 1. In kindergarten, decoding tests were administered individually. In Grade 1, group tests in reading fluency were performed. The children's mothers and fathers filled in questionnaires on the frequency of their teaching of reading and the frequency of shared reading with their children in the kindergarten year and in Grade 1. The results showed that the better word reading skills children showed in kindergarten, the more shared reading parents reported. Also, the better word reading skills boys evidenced in kindergarten, the more teaching of reading parents reported. However, in Grade 1, it was children's poor skills in reading that activated more frequent parents’ teaching of reading and more frequent shared reading.

A pediatric clinic-based approach to early literacy promotion - experience in a well-baby clinic in Taiwan

Reach Out and Read (ROR) is an evidence-based intervention situated in pediatric offices and can help pediatricians to promote parents' reading to their children. The objective of this study was to determine if the program could also achieve good results in different culture, such as in Taiwan. The intervention group (n=205) was enrolled from a well-baby clinic participated in a program modified from ROR (receiving anticipatory guidance and an appropriate children's book at a well-baby clinic) at a mean age of 9 months. The control group (n=210) was recruited from a general pediatric outpatient service at the compatible age. Both groups were queried about the reading habits of primary caregivers and the frequency of book sharing with their child. When children were at aged 12 to 18 month, follow-up questionnaires were collected. At follow-up, ANCOVA analysis indicated that the intervention group exhibited significantly greater increase in child-centered literacy scores (frequency of shared reading, reading as one of their three favorite interaction activities and child interested in shared reading). Caregivers were willing to accept their pediatrician's advice to read to their infants. In this study, the simple intervention, implemented at a well-baby clinic in Taiwan, changed Taiwanese parents' attitudes toward the importance of reading with their infants and toddlers. As primary health care providers, pediatricians are in a unique position to affect and encourage parental behaviors that foster early literacy development in children.

Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach

Home literacy surveys were collected from the primary caregiver of 1,044 2- to 5-year-old children (M = 49.32 months, SD = 9.36) representing a wide range of socioeconomic backgrounds and types of early educational programs or child care. The caregivers completed survey questions on family background and home literacy activities and materials. Hierarchical cluster analyses performed on three randomly constituted subsamples and on the total sample revealed that a three-cluster solution best fit the data. Clusters differed on frequency of shared reading and literacy teaching activities with clusters representing caregivers either low or high on all behaviors or low on shared reading behaviors but high on literacy teaching behaviors. Cluster membership was significantly related to socioeconomic status, family living circumstances, caregiver stress, and caregiver reading ability. Results support a model of home literacy behavior informed not only by knowledge and resources but also by parental beliefs and deliberate choices.

Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills

Books can be a rich source of learning for children and adults alike. In the present study, the contribution of shared reading and parent literacy to a variety of child outcomes was tested. Child outcomes included measures of expressive vocabulary, morphological and syntax comprehension, and narrative ability (story grammar, cohesion, and language complexity) for book stories as well as personal stories. A total of 106 English-speaking 4-year-old children and their parents participated. As predicted, shared reading accounted for unique variance in children's expressive vocabulary and morphological knowledge after controlling for child nonverbal intelligence, parent education, and parent literacy (i.e., book exposure). Although shared reading predicted syntax comprehension, the effect was mediated by parents' own level of literacy. Contrary to expectation, shared reading was not correlated with any of the narrative measures. Interestingly, the narrative measures for telling stories from a book and telling a personal story were not related to each other and were differentially related to the other child measures, suggesting that book and personal stories may represent different genres requiring different skills.

Promoting language and literacy through reading aloud: The role of the pediatrician

Reach Out and Read (ROR) is an evidence-based intervention situated in pediatric offices and can help pediatricians to promote parents' reading to their children. The objective of this study was to determine if the program could also achieve good results in different culture, such as in Taiwan.The intervention group (n = 205) was enrolled from a well-baby clinic participated in a program modified from ROR (receiving anticipatory guidance and an appropriate children's book at a well-baby clinic) at a mean age of 9 months. The control group (n = 210) was recruited from a general pediatric outpatient service at the compatible age. Both groups were queried about the reading habits of primary caregivers and the frequency of book sharing with their child. When children were at aged 12 to 18 month, follow-up questionnaires were collected.At follow-up, ANCOVA analysis indicated that the intervention group exhibited significantly greater increase in child-centered literacy scores (frequency of shared reading, reading as one of their three favorite interaction activities and child interested in shared reading). Caregivers were willing to accept their pediatrician's advice to read to their infants.In this study, the simple intervention, implemented at a well-baby clinic in Taiwan, changed Taiwanese parents' attitudes toward the importance of reading with their infants and toddlers. As primary health care providers, pediatricians are in a unique position to affect and encourage parental behaviors that foster early literacy development in children.

Knowledge of storybooks as a predictor of young children's vocabulary.

Shared book reading provides a rich source of linguistic stimulation for young children. The authors examined whether variations in knowledge of storybooks (assumed to index factors such as frequency of shared reading) were related to vocabulary scores for 3- to 6-year-olds. In Experiment 1, parents' knowledge of storybooks explained unique variance in children's receptive vocabulary scores after controlling for children's analytic intelligence, parents' exposure to adult reading material, and parents' education. In Experiment 2, children's knowledge of storybooks explained unique variance in their receptive and expressive vocabulary scores after controlling for parents' exposure to print and socioeconomic status level. Children's knowledge of storybooks indexed cognitive factors as well as exposure. The findings obtained in the 2 experiments suggest that storybook experiences during the preschool years may be an important influence on the development of children's language skills.