Interactive Book Reading Research Articles

Engaging in Interactive Book Reading: General Warming Up Before Exercising for Children

Many parents are encouraging their children to exercise as a result of the COVID- 19 pandemic. Many others, on the other hand, do not warm up before participating in any sport. This is dangerous since it increases the risk of sprained muscles, cramping, and other problems. Warming up is crucial before exercising, yet many people are still unaware of the risks of not doing so. The objectives for this project is to create an interactive sports book. Unlike traditional books, this interactive book will use lift-the-flap, slide, or spin-the-wheel strategies to make learning more entertaining for children. To promote the socialization of young people through sports. As well as teaching children how to warm up with the assistance of adults. The method used is qualitative method. The results is It is clear from the in-depth interview and observation that many people still ignore the importance of warming up. Several children revealed in interviews that their teacher did not teach them how to warm up, and one of them learned about warming up via YouTube. Which means that the video that children see isn't always appropriate for their age group's warming up movement. According to the findings of the interviews, manipulating a scenario and performing fundamental movements is an effective technique to teach preschool children to warm up. The 7 Primal Movement Patterns is a great warm-up for children aged 3- 5 years. The seven basic movements are twist, push, pull, bend, squat, lunge, and gait. They represent the most basic breakdown of all human movements.

Teacher’s Use of English and Spanish Interactive Strategies during Wordless Shared Book Reading: Relations to Emergent Bilingual Children’s Responses

Little attention has been paid to describing the ways early childhood education (ECE) teachers implement interactive strategies and the use of Spanish and English, in real time, to support Spanish–English emergent bilingual children’s contributions to shared book reading interactions. Video recordings from 19 ECE classrooms during shared book reading were used to conduct sequential analysis to examine the different types of interactive strategies (e.g., questions, extensions) implemented by bilingual ECE teachers and emergent bilinguals’ responses to these strategies. This study found that teachers’ interactive strategies may reflect a degree of reciprocity, with teachers and children sensitively attuned to one another’s contributions in real time. Teachers’ questions in English and Spanish were related to emergent bilinguals’ responses across a wide range of language complexity. Similarly, teachers and emergent bilinguals tended to respond to one another in the language of the prior utterance, suggesting teachers and emergent bilinguals are attuned to the contributions of one another. By examining teacher–child dynamics, this study produced results that can address issues that may have direct, translatable implications for ECE practice and intervention efforts.

The Effects of ‘Dialogic Reading’ on the Development of Mental State Vocabulary in Children with ASD

Objectives: Children with Autism spectrum disorders (ASD) have difficulties in understanding thoughts, intentions, and beliefs of others, which are related to the development of theory of mind. The purpose of this study was to facilitate the production of mental state vocabulary related to theory of mind in these children through ‘Dialogic book-reading’ intervention and to verify the intervention and generalization effects.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Conclusion: This study provides evidence for the intervention and generalization effects of the interactive book reading strategy on the production of mental state vocabulary in children with ASD, highlighting the significance of using this strategy in clinical settings for training theory of mind in children with ASD.

Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study

To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared interactive book reading (SIBR) sessions. Moreover, older siblings were taught the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter’s language development. Effects of the intervention program on three older siblings’ (1) prompting and (2) responsiveness during SIBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SIBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SIBR.

Effect of a whole-group intervention on children’s participation in interactive book reading

This study examined the effects of an SLP-delivered whole-class interactive book reading intervention and a professional development program on children’s self-initiated participation. Eleven kindergarten teachers and the children in their classes participated in this quasi-experimental study. They were filmed during book reading at pre- and post-intervention, and follow-up. Children’s types of spontaneous comments appeared to be more diverse after the intervention, and the types that increased or emerged were consistent with the language targets of the interactive book reading. Nonparametric statistical tests were conducted. Significant changes were found in the number of hands raised by children to make a spontaneous comment and in the number of spontaneous comments after the intervention and at follow-up. Results for child-initiated interaction sequences were mitigated. This study invites school-based SLPs to foster children’s self-initiated participation in their tier-1 intervention and to support teachers in using children’s spontaneous comments to further scaffold children’s learning.

Okul Öncesi Öğretmenlerinin Sessiz Kitap Kullanımı: Bir Durum Çalışması

The present study aimed to investigate the views of preschool teachers on wordless books, and the use of wordless books by preschool teachers. The study method was explanatory case study, a qualitative research method. The study group was assigned with criterion sampling method, a purposive sampling method, and included eight preschool teachers. Data were collected with semi-structured interviews and document review. Content analysis was employed to analyze the study data. It was determined that the teachers generally described wordless books as a subjective process that included visuals, which led to the development of various stories. Furthermore, it was determined that wordless books supported language, cognitive, social, and emotional development of the children, and were easy to use by the children. It was observed that the teachers employed wordless books mostly in the classroom and in art and Turkish language activities, and instructed them with the interactive book reading method. It was concluded that the method was not included in the activity plans, and open-ended and 5W1H questions were mostly included in the process. It was determined that teacher competencies were important for the effective use of wordless books. The findings are discussed based on the literature, and recommendations are presented.

Collaborative, responsive behavior in peer interaction

Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children’s school. Results: The situated shared book reading is regulated by interaction rules. A pattern of collaborative, responsive behavior where the children align to each other’s initiatives is identified within these interaction rules. Discussion and conclusion: The shared book reading format has a scaffolding function in the interaction. The findings illustrate how a typically developing peer is able to align to the sensory and cognitive capacities displayed in the child with DS-HI, and how this facilitates co-created meaning-making in the interaction.

Read with Me, I will Learn Words: Effects of an Interactive Book Reading Intervention on First Graders’ Expressive Target Vocabulary

Read with Me, I will Learn Words: Effects of an Interactive Book Reading Intervention on First Graders’ Expressive Target Vocabulary

A Comparative Study on Visual Attention, Verbal Engagement and Parental Behaviors During Shared Book Reading Using Scripted and Unscripted Story Books for Children with Autism Spectrum Disorder

Purpose: Shared book reading is nowadays considered as an important early language stimulation technique in the field of speech language pathology which encourages parent-child bonding and creates a conducive environment for language development. The parent-child interaction is important for a child with Autism Spectrum Disorder. This interaction along with adequate and contingent parental responses fosters early language development in children. Language-related parent behaviors promote children’s oral language skills by not only exposing the child to book-related vocabulary (e.g., labeling pictures, explaining word meanings, and linking words to everyday events), but also through explicit teaching of meaning-related skills related to the overall structure of the story (i.e., story grammar). Print-related SBR behaviors draw the child’s attention to print-related features of the book, for example, letter names and sounds.Methods: To better understand the relationship between children’s visual attention, verbal engagement and parent shared book reading behaviors during shared book reading tasks, this study included 10 preschoolers on the Autism Spectrum and their parents sharing an unfamiliar storybook including which are scripted and unscripted. Videos of the shared book reading interactions were transcribed and coded for visual attention, verbal engagement and parent behaviors using observational coding schemes. The frequency of visual attention, verbal engagement and parental SBR behaviors were compared between the scripted and unscripted story books using statistical tests-Wilcoxon signed rank test and Fisher’s Exact test.Results: Result reveals that there was no statistically significant difference between frequency of visual attention during unscripted story books and scripted books. Parental behaviors parameters pertaining to shared book reading were analyzed and found a significant difference in usage of book language is greater for scripted story books compared to unscripted books.Conclusions: The key findings shows the type of book (scripted or unscripted) have a significant impact and its contribution to the intervention of children with Autism Spectrum Disorder. Parental SBR behaviors can in turn contribute to the development of childhood language and preliteracy skills.

Ebeveyn Destekli Etkileşimli Kitap Okuma Programının Okul Öncesi Çocuklarının Erken Okuryazarlık Becerilerine Etkisinin İncelenmesi

This research was carried out to separately examine the effect of the program prepared through interactive book reading activities applied to pre-school children and the effect of parent involvement on early literacy skills within the process. The research was conducted with a quasi-experimental design, one of the quantitative research methods, with a pre-test and post-test control group. In the study, a total of three groups were studied, two of which were the test groups and one was the control group. Interactive book reading activities were applied to test group 1 by their parents for eight weeks. On the other hand, interactive book reading activities were applied to test group 2 by the researcher. Of the sampling methods, convenience sampling and random sampling methods were utilized. A total of 53 children and 19 parents of test group 1 were involved in the study. The data collection tools used in the research were; Early Literacy Skills Assessment Tool (ELSAT) developed by Karaman (2013) and Personal Information Form prepared by the researcher. When the findings of the research were examined, it was determined that there were statistically significant differences between the post-test scores of Test Group 1 to which interactive book reading activities were applied by the parents and the post-test scores of Test Group 2 to which interactive book reading activities were applied by the researcher when compared to the post-test scores of the Control Group. It was also noted that there were significant differences between the post-test scores of ELSAT and its sub-dimensions in the dual measurements performed between Test Group 1 and Test Group 2. It was only observed that there were no statistically significant differences in the “Comprehending the Story” and “Pre-Writing Skills” sub-dimensions between Test Group 1 and Test Group 2.

Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading

A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent bilinguals. This study aims to uncover the reasons underlying the diminishing use of IBR and focuses on the dispositions (i.e., knowledge and beliefs) of pre-service teachers regarding L2 vocabulary instruction during IBR with emergent bilinguals. Semi-structured interviews were conducted with 36 pre-service teachers in Flanders. Thematic analysis revealed a foundational knowledge base for vocabulary instruction during IBR, with most beliefs aligning with scientific evidence. Nevertheless, some beliefs contradicted research findings, particularly concerning the deliberate use of IBR to achieve specific learning objectives, harnessing students’ home languages and fully realizing IBR’s potential for optimal vocabulary acquisition. Furthermore, preconditions at the class, school, educational policy and parental levels emerged as crucial factors for effectively implementing vocabulary instruction during IBR. These findings serve as pivotal starting points for further refining pre-service teacher education and developing in-service professional development in Flanders.

Examining The Effect of Interactive Book Reading Method on The Self-Perception of 5-6 Year-Old Children

This study examined the effect of the interactive book reading method on the self-perception of children aged 5-6 years. The study group consists of 26 children aged 5-6 years studying in two schools affiliated with the Ministry of National Education in the Geyve district of Sakarya province in the 2021-2022 academic year. A quasi-experimental design with a pretest-posttest control group was used in the study. The experimental group read 10 books twice for eight weeks with the interactive book reading method. No intervention was made for the children in the control group. Demoulin Self-Perception Scale for Children and Personal Information Form, were used as data collection tools. The data obtained from the pre-test and post-test applications were analyzed using SPSS 20 package program. According to the study results, a significant difference was found in the self-perception post-test scores of the children in the experimental and control groups in favor of the experimental group. In addition, the difference in the achievement levels of the children in the experimental group was found to be significant. According to these results, it can be said that the interactive book reading method has a positive effect on the self-perception of 5–6-year-old children.

Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda

Previous reviews of the nature and consequences of adult-child book reading have focused on seeking impacts of interactive reading on the acquisition of vocabulary and emergent literacy skills. In this systematic review we examined to what extent there has been systematic study of the effects of interactive reading on four less frequently studied developmental outcomes important to children's academic and life prospects: socio-emotional and socio-cognitive (SEL) skills, narrative skills, grammar, and world knowledge. We identified 67 studies of interactive reading that met the inclusion criteria and that examined the targeted outcomes, using either experimental, quasi-experimental, correlational, or single-group intervention methods. We found that studies of effects on grammar and world knowledge outcomes were very sparsely represented; though narrative was often studied as an outcome, the wide variation in conceptualizing and assessing the construct hampered any clear conclusion about book-reading effects. The most robust research strand focused on SEL skill outcomes, though here too the outcome assessments varied widely. We speculate that better instrumented approaches to assessing vocabulary and emergent literacy have led to the persistent emphasis on these domains, despite robust evidence of only modest associations, and argue that work to develop sound shared measures of narrative and SEL skills would enable cross-study comparison and the accumulation of findings. In addition, we note that the various studies implicated different explanatory principles for the value of reading with children: specific interactional features (open-ended questions, following the child's lead, expanding child utterances) or content features (emotion-enhanced books, talk about mental states, science topics), raising another topic for more focused study in the future.

What's the Difference? Interactive Book Reading With At-Risk and Not-At-Risk 1st- and 2nd-Graders

ABSTRACT Interactive book reading (IBR) is an effective method to foster children’s language development. Previous studies pointed at smaller gains for children at risk for language and literacy impairments due to socio-economic, ethnic, or minority background or due to home language. However, possible differences in interaction patterns with children at risk were not investigated. Therefore, this research provides an integrated view on input and interaction during reading with a group of at-risk and a group of not-at-risk children. Videos of small-group reading sessions were transcribed verbatim (16 hours, 53 minutes, and 23 seconds of IBR), divided into 18,995 single units of language and coded with a good interrater agreement (κ = .84, p < .001). A literature-based detailed coding scheme was used for coding. Negative binomial models show similar general input patterns. However, upon closer examination, significant differences on specific features in reading between both groups are present, showing that IBR to children with an at-risk background is related to less stimulating input and interaction during reading. To counter Matthew effects and use the full potential of IBR for every group of children, it is imperative that teachers and other adult readers guarantee qualitative interaction on all input features during IBR.

THE EFFECTS OF INTERACTIVE BOOK READING ACTIVITIES ON THE DEVELOPMENT OF PRESCHOOL CHILDREN

Early childhood is one of the irreversible periods of life. Especially this period is the foundation of the learning future of the child. The first years of childhood are a period when cognitive, physical and language development is faster than other years. For this reason, it is very important to determine the achievements of interactive book reading activities to be done with children in the preschool period and to manage the process accordingly. The purpose of this research is to determine the effects of interactive storybook reading activities in and out of school on the developmental areas of children, according to the opinions of preschool teachers, preschool teacher candidates and parents. The study group of the research is affiliated to the Ministry of National Education in Konya City Center in the 2020-2021 academic year; It consists of an independent kindergarten, 5 preschool teachers in this school, and 15 pre-school teacher candidates, a total of 20 people. Qualitative research method was used in this study.

Forum Introduction: Promoting Equity in Speech-Language Services With Indigenous Children.

Forum Introduction: Promoting Equity in Speech-Language Services With Indigenous Children.

Teacher–Child Conversations in Preschool

Back-and-forth conversations with adults are critical for developing children's language, and, therefore, an important part of the early childhood classroom learning environment; however, the specific nature of teacher feedback, one component of teacher–child conversations, on child language has not been widely studied. This article examined preschool teacher–child conversations during interactive book reading. We coded and analyzed the frequency and content of teacher talk, including feedback, among 20 teachers (11 who participated in a language and literacy intervention; 9 in business-as-usual instruction). Findings revealed that, particularly when teachers were guided on how to initiate and sustain intentional conversations, more conversations took place and were associated with higher overall classroom quality on a commonly used global assessment (the Classroom Assessment Scoring System); likewise, more teacher feedback occurred in intervention classrooms. The frequency of teacher feedback was uniquely linked to children's vocabulary learning on standardized measures beyond the effects of global classroom quality. Findings support the importance of understanding and supporting teacher feedback as an essential part of classroom conversations.

An evaluation of a prescribed joint book reading intervention for preschool children with speech, language and communication needs

Purpose: The aims of the present study were twofold: first, to investigate reading and screen time habits in a large clinical sample of caregivers of children with speech, language and communication needs (SLCN) before and after an 8 week intervention focussed on daily joint book reading and, second, to capture the caregivers’ experiences of the activity. Method: Preschool aged children with SLCN and their caregivers were consecutively recruited during their first visit to the department of Speech and Language Pathology, Gävle County Hospital, Sweden. They participated in a survey-based interview before and after receiving an intervention with recommendations of at least 10 minutes of daily book reading with an interactional focus, as an add-on to ordinary speech-language pathology services. The results were analysed using descriptive statistics of the answers to the questions in the interview, as well as a thematic analysis of free-text comments. Result: The 135 families who participated in the pre-intervention interview survey reported variable reading frequency and screen time. The post-intervention interview survey was completed by 107 families. The results demonstrated significant increases in reading frequency and reading time, and a significant decrease in screen time per day. Caregivers also reported positive experiences of the daily interactive book reading. Conclusion: The results of this study demonstrate that a speech-language pathologist-(SLP) managed, caregiver-led book reading intervention is feasible and might have a positive impact on reading, other factors related to reading, and screen time in families of children with SLCN.

Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes

Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in what way. To address this gap, we reanalyzed data from a recently completed experiment comparing IBR with other early literacy instruction for preschoolers with ASD. Our results showed that frequency of tutors’ use of completion prompts used during IBR was uniquely predictive of better gains in phonological awareness. In addition, tutors’ frequency using open-ended prompts was associated with increased gains in print knowledge. Furthermore, both findings held true after controlling for language gains. Results have implications for the types of structure and support that adults might provide young children with ASD during IBR.

Evaluation of Narrative Skills of Children and Language Inputs of Parents During Shared Book Reading. A Parent-Mediated Home-Based Intervention Study

Background: Shared book reading (SBR) is a crucial activity fostering parent-child interaction and promoting children’s early language and emergent literacy skills. SBR interventions are carried out less in low- and middle-income countries. Hence, there is a need for research in such settings. Aim: The present study focuses on providing SBR training to parents and assesses parents’ interactive storybook reading and changes in the child’s narrative development at baseline, postintervention, and follow-up. Method: A total of 210 parents and typically developing child dyads participated in this study, 105 in experimental and control groups. The children from the experimental group participated in one-on-one book reading interactions with their parents after receiving training. Parents in the control group were not trained to read with their children. One week after the training sessions and 2 months later, children and parents were tested to determine whether the training led to beneficial effects. Result: The data were analyzed by x2 test, Kruskal Wallis 1-way ANOVA on ranks with Student Newman Keuls multiple comparison test (post-hoc test), and 3-way ANOVA with a post-hoc multiple comparison test. During 2 postintervention sessions, parents and children assigned to the intervention group significantly increased the targeted interactive shared reading skills. This result indicates that the intervention successfully changed parent SBR behaviors ( P &lt; .001), resulting in improved child’s narrative skills ( P &lt; .001). Conclusion: The current findings can aid in the creation of intervention programs to support parents’ SBR skills and promote children’s overall development.