Shared reading of children's interactive picture books

We report on a study of children and parents shared reading of interactive printed books. We investigated the differences between books with interactive features and books with expressive typography in order to evaluate which features within a book encouraged interaction between the reading participants and the book. 11 parent and child groups took part in the study that involved three observed reading sessions. From our observations we offer suggestions for the development of books and eBooks to encourage shared reading practices

A Resource Manual for Speech-Language Pathology Graduate Students on Culturally Relevant Therapy Materials

This literature review will discuss the effects of shared book reading interventions on the language outcomes of young children from mainstream and diverse backgrounds. The first three studies will identify parent-child shared book reading interventions with children from the dominant culture. The next three studies will discuss the effects of providing shared book reading interventions to children who are bilingual. The final four studies will examine the use of culturally relevant materials in bilingual shared book reading interventions

Supporting Children\u27s Language and Literacy Through Collaborative Shared Book Reading

Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. The aim of this paper is to describe how teachers and speech-language pathologists (SLPs) can collaborate to support young children’s learning through shared book reading. An overview of shared book reading is presented, followed by a description of the collaboration, implementation of the shared book reading sessions, as well as instruction that can take place after the reading. By collaborating through shared book reading, teachers and SLPs can enhance their overall instructional quality to more effectively support the language and literacy needs of children with or at risk for learning disabilities

Mothers', preschool teachers', and speech-language pathologists' shared book reading with preschoolers in Taiwan

The purpose of this study was to explore mothers', preschool teachers', and speech-language pathologist's (SLP) shared book reading practices with preschoolers in Taiwan. Ten mothers, 10 preschool teachers, 10 SLPs and 30 preschoolers aged from 3 years 2 months old to 5 years 5 months old participated in this study. All participants were Taiwanese. Adults completed questionnaires about their shared book reading practices and participated in a shared book reading session with a preschool child using an unfamiliar book. The shared book reading between adult and child dyads were video and audio recorded. Mothers and preschool teachers read with typically developing children and SLPs read with children with specific language impairment. It was found that half of the mothers began to read to their children around one year of age. Most of the mothers read picture books with their child multiple times a week for 5 to 20 minutes in one book reading session. Also, mothers asked significantly more decontextualized questions than contextualized questions during shared book reading, with a large effect size. The mothers' level of education may be a factor associated with their greater use of decontextualized questions compared to contextualized questions. Most of the Taiwanese preschool teachers read with children multiple times a week for 10 to 20 minutes in one book reading session. The most often selected reading material was a picture book. There was no difference between the teachers' production of contextualized compared to decontexualized questions; however, a moderate effect size was present. The age of the child being read to and the level of teacher education may have affected the use of contextual questions, with more contextual questions being used with three year olds and by teachers with less education. A majority of the Taiwanese SLPs conducted shared book reading with children multiple times a week and each book reading session took 10 to 20 minutes for most of the SLPs. Picture books were most often selected by SLPs. No significant difference was present between SLPs' production of contextualized and decontextualized questions. However, a medium effect size was evident. Children's age might have influenced the SLPs' types of questions during shared book reading. SLPs tended to ask more contextualized questions than decontextualized questions when reading with 3 year olds compared to 4 and 5 year olds

The Effects of Interactive Shared Book Reading RECALL Procedures on Preschoolers\u27 Friendship Development

Developing friendships is an important aspect in the lives of children. Children begin developing friendship related skills in toddlerhood and can begin maintaining these friendships by preschool-age. Few Tier 1 interventions exist to support children in preschool classrooms to develop these critical friendships. Interactive shared book reading is a common practice in early childhood classrooms that involves an adult reading a book to one or more students with embedded questions about the book to increase engagement and understanding with book themes. Reading to Engage Children with Autism in Language and Learning (RECALL) is an adaptation of interactive shared book reading which embeds distancing questions which allows students to connect the book themes to their own lives. This study sought to see if interactive shared book reading RECALL procedures with books with friendship themes increased friendship behaviors and perceptions between preschool dyads during play in centers within a single-case design

Home Literacy Environment, the Quality of Mother-Child Book Reading Interactions, and Taiwanese Children\u27s Early Literacy Development

ABSTRACT This study was designed to understand whether the length of time of mother-child shared book reading related to two dimensions of mother-child shared storybook reading quality (instructional and affective quality of book reading) and 103 Taiwanese 3-to-6-year-old children\u27s early literacy development including the children\u27s receptive language ability (as measured by the Chinese version of PPVT_R), the children\u27s emergent reading behaviors (as assessed in a solo reading task), and children\u27s print concepts (as assessed using a portion of Clay\u27s (1982) Concepts about Print Test). This study also explored the extent to which mothers\u27 instructional and affective quality related and interacted as they relate to Taiwanese 3-to-6-year-old children\u27s early literacy development. Moreover, this study explored whether the pattern of these relationships differed as a function of children\u27s home literacy environment. Results showed that Taiwanese mothers showed a tendency to use interactive shared book reading style, to convey moral and social rules, and to use a scaffolding-like procedure, and performed observable behaviors that were rated as high to medium in affective quality during shared book reading interactions. Taiwanese children exhibited nine emergent reading behaviors. In addition, from direct effects model, a great length of time of shared book reading was found to be strongly associated with high level of maternal instructional quality during shared book reading activity, and a higher level of instructional quality used by mothers was found to be strongly associated with children\u27s higher emergent reading skills. In the interaction effects model, mothers\u27 instructional quality moderated the association between affective quality and receptive language ability and between affective quality and concepts of print. The home literacy environment moderated the association between mothers\u27 instructional and affective quality when engaged in shared book reading and Taiwanese 3-to-6-year-old children\u27s receptive language ability

Effectiveness of a community-led shared book reading intervention in Syrian refugee children: a randomised controlled trial.

Community-led, shared book reading programs may help improve refugee children's reading abilities and attitudes towards reading. We Love Reading (WLR)-a light-touch, community-led, shared book reading program-was evaluated in a pre-registered, wait-listed, randomised controlled trial (AEARCTR-0006523). 322 Syrian refugee mother-child dyads (children: 4-8-year-olds, 50.0% female) in Jordan were tested at two timepoints, 15 weeks apart. WLR did not significantly affect child literacy or child-reported child attitudes toward reading (ps > 0.05). Mothers did report improved child attitudes toward reading from WLR (p = 0.046, η2 = 0.013). The intervention did not lead to improvements in family relationships (ps > 0.05). WLR may have promise in improving attitudes toward reading in forcibly displaced children but did not affect literacy or child-reported attitudes toward reading; these results provide insight into what changes are needed for effective shared book reading interventions in this population

SHARED READING MENGGUNAKAN BIG BOOK TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA TUNARUNGU KELAS 1 SDLB-B

Abstract Hearing impairment had impact to the impeded children’s language development. It caused complex development problem, such as the low entering information, disturbed social interaction, hampered intelligence ability, and emotion. Therefore, the development of language skill had to be implemented as early as possible. One of them developed reading skill through Shared Reading. The purpose was to describe whether there was the influence of shared reading using big book toward beginning reading ability to the first class of hearing impairment students in SDLB-B Kemala Bhayangkari I Trenggalek or not. This research approach was quantitative with pre-experiment kind, and one group pretest-posttest design. The independent variable of shared reading used big book and the dependent variable was beginning reading ability. The research subject was the first class of hearing impairment students in SDLB-B Kemala Bhayangkari I Trenggalek numbering 8 children. The data collection used oral test (reading), the data analysis used was sign test. The result of data analysis indicated that the average value of beginning reading ability pre test was 56,53 and the post test was 83,02. Z table 5% to two sides test was 1,96 and the Zh value obtained was 2,48. Based on the result of data analysis it could be concluded that there was significant influence of using Shared Reading with Big Book toward beginning reading ability to the first class of hearing impairment students in SDLB-B Kemala Bhayangkari I Trenggalek.     Keywords: Shared Reading, Big Book, beginning reading &nbsp

The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership

This study sought to determine whether a book provision intervention delivered to low-income mothers participating in the Nurse-Family Partnership had an effect on family shared book reading patterns and family attitudes toward shared book reading. The 25 participants in this study were low-income, first-time mothers, aged 18-25 with infants, newborn to 12 months of age at recruitment (13 male, 12 female, M = 6.7 months of age) currently participating in one of three Nurse-Family Partnership agencies in Washington State. A pretest-posttest experimental design with random assignment was conducted. A mixed factorial analysis of variance found that the book provision intervention had no significant effect on shared book reading patterns as measured by StimQ2 Infant READ pretest/posttest composite scores. A binary logistic regression, however, found that the presence of the book provision did make a unique statistically significant contribution to the model, recording an odds ratio of 7.4, suggesting the odds of a person reporting a positive Child Centered Literacy Orientation was 7.4 times higher for someone who received the book provision intervention than for someone who did not receive the intervention, with all other factors being equal. The finding that the presence of a book provision intervention did have an effect on family attitudes toward shared book reading with this population is hopeful. Interventions that involve book provision have increased family literacy and shared book reading behavior in high-risk populations and have led to increases in children’s oral language development. The provision of literacy interventions to low-income groups is a positive step toward closing the literacy achievement gap