Interactive Storybook Reading Research Articles

Interactive storybook reading to enhance language, literacy, and social-emotional skills.

Interactive storybook reading to enhance language, literacy, and social-emotional skills.

Storybook reading: Literacy and teacher knowledge in early childhood education

Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowledge brought to playful storybook reading interactions between teachers and children aged 3–5 years in a qualitative study of two early childhood settings in Aotearoa, New Zealand. Teachers were explicitly and implicitly aware of specific teacher knowledge they brought to these interactions, prioritising knowledge of children and pedagogy while cognisant of language learning. The paper argues that blending Shulman’s seminal thinking about professional knowledge categories with tenets of early childhood pedagogy shows a way forward for thinking about teacher knowledge and professional learning that involves responsive, relational pedagogy in the context of story book reading. When teachers can confidently articulate and critically reflect on their pedagogies and decision-making, and are supported through professional learning and policy such as low teacher-child ratios, they might provide a sound foundation in the development of language and literacy for children.

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.

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 < .001), resulting in improved child’s narrative skills ( P < .001). Conclusion: The current findings can aid in the creation of intervention programs to support parents’ SBR skills and promote children’s overall development.

Parental Satisfaction and Impact of an Internet Intervention for Interactive Storybook Reading

Purpose: This article evaluated the utilization of an Internet-based, self-managed parent training program (i.e., Success with Stories [SWS]) designed to facilitate parental motivation about interactive storybook reading, perceived competence in their ability to engage in interactive storybook reading, and their reading practices and beliefs. Method: Ten parents of young children with/or at-risk for a spoken language disorder enrolled in SWS. The satisfaction of content, usability, presentation, suitability, and exercises of SWS among the parents were examined using an intervention satisfaction rating survey, a focus group, and semistructured interviews. Results: The survey revealed high levels of satisfaction, and qualitative data reflected the survey data. Parents found the program to be acceptable, functional, and practical. Pre- and postprogram responses on the Parental Reading Beliefs Inventory were compared. Significant differences were reported with a large effect size. Within-program responses on the Intrinsic Motivation Inventory and Perceived Competence Scale indicated that parents were motivated and had high levels of perceived competence across all learning paths within SWS. Conclusions: The results indicate that further development and evaluation of SWS is warranted. SWS is a program targeting interactive storybook reading rather than a comprehensive language and literacy program. As such, SWS may be beneficial as a supplemental program to support direct service delivery.

Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs

Shared storybook reading offers a potentially rich context for supporting language and communication development in students with severe intellectual disabilities and complex communication needs. Following the framework of community-engaged scholarship, the research team responded to a request for assistance from a special education teacher who sought to accelerate her students’ communication growth. Employing a case study design, researchers investigated the use of online professional development and eCoaching to support the implementation of interactive storybook reading strategies by a special education teacher and three of her students, ages 6 to 9 years. Results, although promising, suggest that the teacher’s use of interactive reading behaviors positively impacted the communication interactions of students with severe intellectual disabilities who have complex communication needs. Furthermore, her students increased their interactive communication, attention to text, and use of shared reading strategies across all study phases. Implications of the findings are discussed.

A Self-Managed Internet Parent Training Program for Interactive Storybook Reading: Extension to a Public School Setting

Purpose: This research note evaluated the collaboration, recruitment, enrollment processes, as well as outcomes of an online, self-managed parent training program (Success With Stories [SWS]) concurrent with a Head Start school curriculum. Method: This case examination presents the research processes used to examine an online program concurrent with Head Start school programming. Challenges, outcomes, and next steps in the process were evaluated. The engagement of parents who completed the program was examined. Results: Collaborative processes were developed, and recruitment strategies were initiated. Of the 92 parents who expressed immediate interest, 38 registered and 16 consented but only seven completed the program. Of the parents who completed the program, survey data revealed high levels of parent satisfaction, motivation, and perceived competence. Conclusions: Results indicate a breakdown in the recruitment, enrollment, and completion processes. Results indicate that SWS has promised to address target areas with the intended audience. However, online interventions are only useful if they are accessed and completed. Future directions to increase program completion are discussed.

Preschoolers' Word-Learning During Storybook Reading Interactions: Comparing Repeated and Elaborated Input.

Purpose Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills-including word-learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Method Thirty-three typically developing children ages 35-37 months listened to a storybook containing novel words that were either repeated with a definition, repeated with no additional information, or only said once. Their receptive word-learning for these novel words was then evaluated via a preferential looking task. We analyzed children's correct looks to target pictures and compared looking behavior across the three levels of presentation. Results Results showed that preschoolers demonstrated successful receptive word-learning after a single storybook reading interaction with an adult when target words were repeated, either with or without elaboration. Within this context, elaboration was not required for preschoolers' receptive word-learning. Conclusions These results support the use of storybook reading with young children as a way to foster early receptive word-learning and highlight the importance of repeated exposure to novel material either with or without additional semantic information.

The impact of interactive storybook reading programme on scientific vocabulary acquisition by children

ABSTRACT This study is carried out to investigate the impact of İnteractive storybook reading method on scientific vocabulary acquisition by children. The study pattern employed was an experimental one, involving pre-test, post-test, follow-up test, and control group. The study group was composed of 52 children (26 in the experiment group, and 26 in the control group) in the 48–72 months age group, enrolled in the preschool part of two primary schools. Data were gathered through the General Information Form as well as the ‘Scientific Vocabulary Acquisition Assessment Form’ developed by the researchers. The experiment group was enrolled in the Interactive Storybook Reading Programme where the İnteractive storybook reading method was employed for eight weeks. Study results show that the scientific vocabulary acquisition among the children in the experimental group is significantly stronger than that among the children in the control group.

Shared storybook reading interactions between children with complex communication needs and their caregivers

Quality early home literacy experiences, specifically young children’s shared storybook reading experiences, have been identified as critical for establishing the foundations of reading and writing skills. Despite this, literature reports that children with complex communication needs (CCN) have limited exposure to literacy material. There is, however, a paucity of research regarding the home literacy experiences of children with disabilities specifically those with CCN and in developing countries contexts. This study aims to analyse the behaviours of both primary caregivers and their children with CCN during shared storybook reading using a descriptive, observational design. Twelve primary caregivers and their children participated in the study. The 12 participating dyads were video recorded during shared storybook reading activity. Their interactions were analysed using a communicative behaviour checklist coding communicative behaviour of both dyad participants during the shared storybook reading. Results were similar to previous studies conducted on children with CCN from developed countries. The caregivers showed higher rates of interaction as compared to their children, whilst they focused on labelling the pictures rather than reading the story verbatim. Although patterns of interaction varied across the caregivers, they seldom asked complex questions or related the story to the child’s utterances. The children, on the other hand, seldom asked questions or commented on the stories. Their interaction patterns could have been improved, should the children have had access to communication devices and caregivers guided on using strategies to facilitate learning during these shared literacy activities. Keywords: augmentative and alternative communication; caregiver-child interaction; communicative behaviours patterns; complex communication needs; literacy development

Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten

ABSTRACTResearch Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary.

It Takes Two to Read: Interactive Reading with Young Deaf and Hard-of-Hearing Children

Interactive storybook reading is an important activity to enhance the emergent literacy skills of young deaf and hard-of-hearing (DHH) children. Parents have a crucial role to play in promoting their children's literacy development. However, parents often do not read in an interactive way; therefore guidance is recommended in applying these interactive reading strategies. In the present study we examined how parent reading behavior was affected by implementing an interactive reading training program for parents of young DHH children. Parents of 18 DHH toddlers in the Netherlands participated in a series of group training sessions and their interactive reading behavior was compared to that of 10 parents who did not participate. The results showed that parents' interactive reading behavior tended to increase after they participated in the interactive reading program. After the program, they applied the interactive reading strategies more often than parents who had not participated in the program. The findings suggest that interactive reading programs should be incorporated into early intervention programs for DHH children.

The Effects of Interactive Storybook Reading With Preschoolers Who Are Deaf and Hard-of-Hearing

Vocabulary is a consistent predictor of reading achievement for deaf and hard-of-hearing (DHH) children. DHH children tend to have a smaller vocabulary knowledge base than their hearing peers and r...

Enhancing language and print-concept skills by using interactive storybook reading in kindergarten

The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts. Pre-test motivation to read was predictive of post-test performance in these same language and print-concept skills. The study suggests that a short intervention programme, using stories and embedded activities, can enhance language and print concepts in kindergarten children; and that motivation to read is equally important in the development of their language and literacy abilities.

Interactive Reading with Young Deaf and Hard-of-Hearing Children in eBooks Versus Print Books.

Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their child. From an early age on, interaction between parent and child during literacy activities is very important for the development of emergent literacy skills. The purpose of the present study was to explore the opportunities of eBooks on a tablet for interactive reading with young DHH children. Parent and child interactive behavior in reading print books was compared to eBooks in 18 parents and their 1- to 3-year-old DHH child. All parents followed an interactive reading program after which their interactive reading behaviors were observed while reading print books and eBooks with their child. Results mainly showed similar interactive reading behaviors in parents and children when reading print books or eBooks, except for a lower occurrence of pointing to pictures/objects in the parent behavior when reading the eBooks. These results give parents and professionals even more opportunities for interactive storybook reading with DHH children, and thus more opportunities to enhance their language and literacy skills. Tablets can be easily taken with you making eBooks accessible for interactive reading wherever you are.

A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children

The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have the intervention. However, motivation to read improved significantly more in the experimental group than the comparison group in kindergarteners. Results suggest that intervention program using stories and embedded activities can enhance language and print concepts in young children. Also, motivation to read should be part of every intervention program aimed at enhancing literacy skills.

Parents’ shared storybook reading – learning to read

ABSTRACTParents engage in joint story book sharing where adults read an appropriate text to children, usually in the home environment. Story book sharing promotes the young children's development of receptive and expressive language abilities as well as their emerging early literacy abilities, which have an effect on the childrens success in school-based literacy instruction. This review describes and analyses studies that have examined the parents and children’s involvement in shared storybook reading. It specifically focuses on the parents teaching behaviours and storybook reading interactions during formal and informal literacy experiences including the quality of their interactions, interactions in dialogic reading, and extratextual interactions. The review also discusses studies on the value and effect of using different story book genres in particular narrative and informational texts (such as science texts as information books). These studies support that storybook reading promotes childrens language growth, emergent literacy, and reading achievement.

Reading in a second language: Considering the "simple view of reading" as a foundation to support ESL readers in Lesotho, Southern Africa

Globally, reading proficiency has been a major area of difficulty for English second-language (ESL) learners. This research inter alia utilised a quantitative, quasi-experimental, pre-test/post-test research design to address the paucity of evidence-based second-language reading research internationally, as well as in Sub-Saharan Africa, and in Lesotho in particular; and to determine if second-language learners (L2) in the experimental group can improve their L2 reading abilities after being exposed to reading intervention strategies, based on the “simple view of reading”. Drawing from both psycholinguistic and cognitive linguistic principles, the authors considered this as a working model to develop reading strategies to support ESL learners in Lesotho who experienced significant delays in L2 reading abilities and comprehension. In the present study, strategies based on the “simple view of reading”, , included, inter alia, effective language exposure, building a rich vocabulary, improving reading fluency and word recognition abilities, and creating socio-linguistic opportunities to develop vocabulary and enhance reading comprehension (for example, creating a “word wall”, interactive story-book reading and the application of the ReQuest reading method). Results from this quantitative study demonstrated that Grade 4 ESL learners in the experimental group (N=36) significantly outperformed those in the control group (N=36) with regard to sight word fluency, word recognition, syntactic awareness, vocabulary knowledge and reading comprehension.  As we move forward in an attempt to understand the nuances of creating a responsive reading environment to support ESL learners’ reading development, assessing the effectiveness of strategies to improve their reading skills is essential.

Developing Social-emotional Vocabulary to support Self-regulation for Young Children at Risk for Emotional and Behavioral Problems

The current study was designed to examine the effects of a social-emotional learning intervention using interactive storybook reading, SELF: Social-Emotional Learning Foundations, on the vocabulary growth of kindergarten and first grade students at risk for emotional and behavioral difficulties. Because SELF was intended to promote students' overall social-emotional development, the specific focus of this study was on Vocabulary related to social-emotional learning. A pretest-posttest control group design was used to compare outcomes for 23 kindergarten students (6 classrooms) and 32 first grade students (9 classrooms) in the SELF group to 16 kindergarten students (4 classrooms) and 20 first grade students (5 classrooms) in a business as usual (BAU) control condition on three specific aspects of vocabulary knowledge using a teacher completed curriculum based measure of social-emotional learning related vocabulary.Results indicated that students at both grade levels who received the intervention had significantly higher overall scores than students in the BAU control group. Subscale analyses indicated that both kindergarten and first grade students who received the SELF intervention were better able to provide a definition of the target vocabulary and use the word in context by providing examples of when they might experience a designated feeling. Receptive vocabulary subscale scores, derived using a multiplechoice format differed for kindergarten students only. Effect sizes for significant findings ranged from 0.61 to 1.18. Students' pretest scores on a researcher administered standardized measure of expressive vocabulary and understanding spoken paragraphs were significant predictors of overall posttest social-emotional learning

Supporting Young Children's Vocabulary Growth Using F.R.I.E.N.D.S. Model

AbstractWith the constant barrage of media regarding the 35 million word gap, it is more important than ever to devise strategies for accelerating and sustaining young children's vocabulary development. The F.R.I.E.N.D.S. Vocabulary Model is a daily approach for early childhood educators to use as a means to increase vocabulary knowledge with the intended result being a narrowing of the vocabulary gap for at‐risk students. The F.R.I.E.N.D.S. vocabulary model consists of seven components: (1) Fostering quality teacher and child conversations, (2) Rigorous and robust instruction, (3) Interactive storybook reading, (4) Engaging students in motivational vocabulary activities, (5) Numerous opportunities to practice new vocabulary, (6) Direct and explicit instruction, and (7) Sophisticated and rare words. The model is based on research, theory and classroom experience.