Storybook Interactions Research Articles

Impact of the design of visual communication supports on social interaction by individuals with Down syndrome

Many individuals with developmental disabilities have difficulty using speech as their primary method of communication. These individuals often use visual communication technologies that produce speech when symbols (letters, icons) are typed or selected. When an external aid is used to assist with message preparation, it is called aided augmentative and alternative communication (AAC). The current report illustrates how the design of AAC displays can influence both the efficiency of visual attention to the displays, and also the rate and flexibility of communication produced by three young adults with Down syndrome while using these displays. We designed three versions of AAC displays that prior laboratory research has indicated would influence efficiency of visual attention. These displays were then each used to support communication during a storybook reading interaction between individuals with Down syndrome and a trained communication partner. Visual attention was measured via mobile eye-tracking technologies, and communication behavior was recorded via video camera. Greater efficiency of visual attention and more frequent and flexible communication was observed when the AAC display was optimally designed. The results illustrate the value of eye-tracking technologies for examining communication behavior using AAC.

Professional Development Aimed at Increasing the Quality of Language Input During Storybook Interactions

This article provides a review of problems associated with teachers' talk and indicators of higher quality teachers' talk for use with lower socioeconomic status (SES) Head Start students. Then it shows how one Head Start teacher, called Michele in this article, responded to professional development that was aimed at increasing the quality of language input during storybook interactions, especially for children from low SES communities. Michele's attempts to modify her classroom discourse in her response to her experiences may inform future efforts to work with teachers to improve their classroom interactions with children in inner city Head Start programs, including those who are bilingual and bidialectal. In addition, the article describes the methods that were used to increase Michele's awareness of her language use and draws examples from her experiences in attempting to translate them into higher quality of language input for her Head Start students in actual practice. This qualitative case study shows one teacher's journey and highlights several turning points along the way, perhaps serving as evidence that the intense effort required for this type of change is worth it.

Improving low-income preschoolers’ theory of mind: A training study

This study examined the efficacy of training theory of mind via storybook interactions focused on characters’ mental states (i.e., beliefs and emotions) in a sample of 73 low-income preschoolers, and determined if training transferred to social competence. Children in the experimental group participated in experimenter-led book interactions in which characters’ false beliefs and emotions were discussed. Children in the first control group were read the same stories, but without the embedded discussions; children in the second control group were not read books. Children's false belief understanding, emotion understanding, and social competence were assessed at pretest, an immediate posttest, and a delayed posttest two months later. Children in the experimental group outperformed both controls on false belief understanding, but not emotion understanding or social competence, at both posttests.

The Effect of Enhanced Storybook Interaction on Signing Deaf Children's Vocabulary

The link between vocabulary and later literacy is well documented in the research base. One way children gain vocabulary is through incidental learning. Deaf or hard-of-hearing children (D/HH) often struggle with incidental learning and require vocabulary intervention to increase their lexicon. An effective vocabulary intervention is storybook reading. When dialogic methods are added to storybook reading, the gains are greater than with traditional storybook reading. The purpose of this study was to investigate the effect of an enhanced storybook reading intervention, which included scripted questions and picture prompts, on the vocabulary of young signing D/HH children. We utilized a multiple baseline across content probe design. We discovered a functional relation between the storybook intervention and picture vocabulary identification for several participants. This outcome offers insight into appropriate interventions to increase vocabulary for signing D/HH children.

The Importance of the Home Literacy Environment for Developing Literacy Skills in Young Children Who Are Deaf or Hard of Hearing

Four-year-old Olivia, who is deaf and has used a cochlear implant for 3 years, and her mother, Laura, enjoy looking at storybooks together at home. During storybook reading, Laura notices that Olivia tries to imitate some words that she reads to her yet does not seem to understand many words or story events. Laura is unsure whether to stop the storybook interaction and encourage Olivia’s attempts at word imitation and directly teach her the new vocabulary or continue reading the story for pleasure. Olivia’s preschool teacher, Ms. Lynn, also notices that Olivia displays a keen interest in storybook reading but is not able to answer or ask simple questions about the story. What can Laura and Ms. Lynn do collaboratively to support Olivia’s emerging language and literacy skills to better prepare Olivia for her upcoming transition into kindergarten?

Design and evaluation of user’s physical experience in an Ambient Interactive Storybook and full body interaction games

The paper presents the design and evaluation of an original Ambient Interactive Storybook (AIS) for children, including its platform, the background story, and 10 full body interactive games. The evaluation, which focused on the user's physical experience and elements important to the designer, has been methodologically derived from the Krofli?'s and Laban's framework Body, Space, Time and Relationship, and additionally supported by sport science measurements. An experiment with 8 participants playing 10 games for 20 min was conducted and recorded to a digital video. Participants' physical experience was evaluated through the analysis of postures, the quality of the movement, the body parts used in the interaction, the playing area, the direction of movement, direction of gaze, tempo, dynamics and the quantity of motion (QoM). Results of the experiment are discussed in relation and with implications for game design. Conclusions are drawn with the summary of main findings, to better understand the mechanisms and principles involved the design of user's physical activity in full body interactive games for children. The theoretical work of Laban and Krofli? proved to be useful for interaction and games design in the transition from desktop to full body interactive games.

Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs

AbstractStorybook‐reading interactions are a critical component of emergent literacy, contributing to later development of conventional literacy skills. Children with augmentative and alternative communication (AAC) needs must be provided with appropriate vocabulary to actively participate in storybook interactions in a manner similar to that of their typically developing peers. This study examined vocabulary used by typically developing kindergartners while being read a storybook. Words used by the kindergartners were compared to vocabulary on premade, commercially available storybook communication displays marketed for individuals with AAC needs. Results revealed that vocabulary on commercially available communication displays did not include the words used most frequently by the kindergartners. Results suggest that practitioners who use commercially available communication displays may need to modify the materials to provide children with AAC needs sufficient vocabulary to enhance their participation during storybook‐reading interactions. © 2010 Wiley Periodicals, Inc.

Literacy skills in children with cochlear implants: the importance of early oral language and joint storybook reading.

The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the "Reynell Developmental Language Scales, third edition." Three years later, phonological awareness, reading skills, and language skills were assessed using the "Phonological Awareness Test," the "Woodcock-Johnson-III Diagnostic Reading Battery," and the "Oral Written Language Scales." Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers' use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants.

Maternal Contributions: Supporting Language Development in Young Children with Cochlear Implants

The principal goal of this study was to investigate the relationships between maternal contributions (e.g., involvement, self-efficacy, linguistic input) and receptive and expressive (oral and sign) language skills in young children with cochlear implants. Relationships between maternal contributions and children's language skills were investigated by using correlation and regression analyses. Thirty-two mothers (mean age = 36.0 yr) and their children (mean age = 4.8 yr) were videotaped during free play and storybook interactions. Mothers' and children's quantitative (MLU, number of word-types) and mothers' qualitative (facilitative language techniques) linguistic input were analyzed. Mothers completed a measurement tool specifically designed to quantify their sense of involvement and self-efficacy (Scale of Parental Involvement and Self-Efficacy). The Reynell Developmental Language Scales and data from videotaped transcription analyses were used to evaluate children's oral and sign language skills. Maternal involvement and self-efficacy relating to children's speech-language development were positively related to mothers' quantitative and qualitative linguistic input. After controlling for child's age, mothers' MLU and two facilitative language techniques (recast and open-ended question) were positively related to children's language skills. The performance of young implant users may vary in part because of their mothers' sense of involvement and self-efficacy, as well as the ways in which mothers interact with their children. Given this information, it would be fruitful for professionals working with these families to incorporate goals that enhance caregivers' involvement, self-efficacy, and linguistic input to better support language development in young children after cochlear implantation.

Mother-child storybook-telling to kindergartners with hearing impairment enrolled in two educational systems, in comparison with kindergartners with normal hearing.

Introduction This study investigated the mediation nature of mother-child interaction during storybook-telling to kindergartners with hearing impairment.. It explored the differences between mothers' mediation profiles as expressed with children with hearing impairment and who were enrolled in two different educational settings: individual and group inclusion. Moreover, these mothers' methods of storybook-telling were compared to the one used by mothers of hearing children. Young children acquire literacy knowledge through interaction with adults. Keeping this perspective in mind when examining the realm of early literacy, shared book reading is considered to be a major context that promotes literacy (e.g., Bus, van IJzendoorn & Pellegrini, 1995; Neuman, 1996; Scarborough & Dobrich, 1994; Senechal, 1997, van Kleeck & Stahl, 2003). The evidence indicates that among hearing children, the frequency of storybook reading predicts a variety of early literacy features such as vocabulary, oral language complexity, narrative skills, familiarity with printed concepts, book orientation, phonological awareness (e.g., Aram & Levin, 2002; Frijters, Barron, & Brunello, 2000; Senechal, LeFevre, Thomas, & Daley, 1998; Sonnenschein & Munsterman, 2002; Whitehurst & Lonigan, 1998; Zevenbergen & Whitehurst, 2003). Adults differ in reading styles to children and certain styles are more productive than others in promoting language and literacy (Reese, Cox, Harte, & McAnally, 2003). Vygotsky (1978) claimed that the nature of adult mediation is crucial and optimal methods have to be sought to enable adults to interact with children within the children's Zone of Proximal Development (ZPD). The level of interactivity of shared reading in kindergartens has been linked to the children's concept of print in kindergarten and to their reading comprehension in first grade (DeBruin-Parecki, 1999). When adults give children an opportunity to be active participants in the reading experience by using evocative techniques of Dialogic Reading (prompting the child with questions, expanding the child's verbalization abilities and praising the child's efforts to cooperate), children show greater language gains than when adults simply read them a book (Arnold, Lonigan, Whitehurst. & Epstein, 1994); Reese & Cox, 1999; Whitehurst, et al., 1994). Rich interaction with a child during shared reading that includes questions (asking open-ended questions and encouraging inferences) lead to a more developed vocabulary (Senechal, 1997; Whitehurst et al., 1994). Discussions during book reading that extend beyond the immediate situation and that provoke processes such as inference-making and hypothesis-testing stimulate the development of oral language skills (Senechal et al., 1998; Snow, 1999) as well as print skills (Reese, 1995). Language delay does not prevent children with hearing impairment from participating in literacy activities and from gaining early literacy concepts (Rottenberg & Searfoss, 1992; Williams, 1994, 2004). Williams (1994) followed three profoundly deaf children (ages 3.11 to 5.10) and documented the emergent literacy activities in their homes. Williams indicated that their parents read to them or with them almost daily. While research regarding family literacy of hearing children is extensive and books have been written about it (for example see Wasik, 2004), there are only a handful of studies on the subject of family literacy of children with hearing impairments (Williams, 2004). The studies that focused upon storybook interaction with children with hearing impairment have shown that experience with storybook reading contributes to early literacy (Akamatsu & Andrews, 1993; Andrews & Gonzales, 1992) and has a lasting effect on literacy achievements (Ewoldt, 1990; Rottenberg, 2001). When examining the preferable method of storybook reading interaction with children with hearing impairment, it is clear that merely reading aloud is not efficient nor sufficient (Fung, Wing-Yin Chow & McBride-Chang, 2005). …

Parent Reading Behaviors and Communication Outcomes in Girls with Rett Syndrome

We describe evidence and intervention strategies for parents, educators, and researchers who seek to enhance communication and literacy in children with Rett syndrome (RS). Four girls with RS and their mothers videotaped their storybook interactions at home for 4 months. Parent-child storybook interactions were coded for child behaviors (e.g., use of augmentative communication devices, attention to book, or vocalizations) and parent behaviors (e.g., pointing in the book or asking predictive questions). Correlation and multiple regression analyses of these variables revealed that girls with RS can learn to communicate in meaningful ways through storybooks; however, mothers may need to engage in different strategies to facilitate better use of augmentative strategies. Successful strategies are discussed for the mother-daughter dyads.

Infant-Parent Attachment and Parental and Child Behavior During Parent-Toddler Storybook Interaction

Longitudinal associations between infant-parent attachment and parental and toddler behavior during storybook interaction were examined for 131 lower-middle to middle-class families (70 girls; 61 boys). At ages 12 and 15 months, infant-mother and infant-father dyads were videotaped in the laboratory-based Strange Situation procedure to assess attachment. At 24 months, dyads visited the laboratory and were videotaped during storybook interaction. Infants with a history of insecure-resistant attachment with their mothers were less enthusiastic and focused during storybook interaction. Moreover, mothers of insecure-resistant infants were less warm and supportive, more hostile and intrusive, more detached, and less stimulating of cognitive development than mothers of secure or avoidant infants. Disorganized attachment did not predict the quality of storybook interaction and few attachment-related differences were found when the toddler-father dyad was considered.

An Interactive Taxonomy of Mothers and Children During Storybook Interactions

The purpose of the present study was to investigate the social construction of interactions between mothers and children with a variety of developmental disabilities during storybook interactions. The study used interpretive methods to describe the participation of 20 preschool children and mothers in storybook interactions in terms of their interactive and communicative participation. Data were collected via home videotapes of mothers and children engaged in storybook interactions with novel (unfamiliar) storybooks for 15- to 30-minute interaction samples. Mothers were also interviewed concerning their beliefs and practices concerning early communication and literacy. Findings yielded an emerging interpretive taxonomy for observing and conceptualizing the social milieu of adults and children during storybook interactions that may be useful for enhancing communication and emergent literacy learning. The taxonomy may also be useful clinically to help parents and clinicians develop interaction styles that facilitate interaction and communication in emergent literacy contexts.

Facilitating Storybook Interactions Between Mothers and Their Preschoolers With Language Impairment

Three mother-child dyads participated in a study evaluating the efficacy of storybook reading for facilitating mother-child interactions. The children with language impairment (LI), ages 38 to 41 months, and their mothers completed 15 study sessions. Mothers were taught to use a complete reading cycle (CRC) consisting of (a) attentional vocative, (b) query, (c) response, and (d) feedback. Measurable changes occurred in the mothers' number of CRCs, percentage of turns taken, and match in mother-child mean length of utterance (MLU). Measurable child increases occurred for frequency of verbal turns, MLU, and semantic level of storybook response. Results showed that CRC training produced changes in mothers' storybook interactions with reciprocal increases in their children's communicative performance.

Diversity in Parental Storybook Reading*

Reading picture storybooks to preschool age children has long been a major component of early childhood classrooms and is now commonly recommended to parents. The benefits of this practice are thought to include exposure to rich language experiences, the development of narrative, and the development of book and print‐related concepts. These views have become accepted and extended to culturally diverse segments of society, even though most of the research has been conducted with small samples of predominantly white, upper‐middle class families. The present study finds diverse storybook interactions within a static sample and questions the practice of generalizing findings about storybook reading to dissimilar populations. † Correspondence: Tel: (604) 822‐5512, (604) 822‐5513; Fax: (604) 822‐8971; email: jon.shapiro@mtsg.ubc.ca.

Achievements of male and female storybook characters as determinants of achievement behavior by boys and girls.

The effects of achievement behavior by male and female storybook models on children's own achievement behavior was assessed. Preschoolers heard either a stereotype story depicting achievement behavior by a male, but not by a female, a reversal story depicting achievement behavior by a female, but not by a male, or a control story depicting no achievement behavior by any character. As predicted, a significant Sex X Storybook interaction effect was obtained: Boys persisted longer on a task after hearing a story depicting achievement behavior by a male character than after a story depicting the same behavior by a female, while a nonsignificant trend in the opposite direction was observed for girls. Some additional findings were: Boys were less likely than girls to recall the female character's behavior; and both sexes manifested chauvinistic tendencies in preferences for a same-sex character. These findings are discussed in the context of research demonstrating that most children's books parallel the stereotype story in their portrayal of the sexes. Recent years have witnessed a growing concern over the underrepresentation of women in achieving roles in our society; for example, only 3.6% of the country's lawyers, 9.3% of the doctors, and 16.3% of managers and administrators are women (U.S. Bureau of Census, 1972). The question remains of what can be done to expand women's role. One crucial line of attack is, of course, at the societal level, and we thus find that efforts are being directed toward changing women's legal rights and employment and edu