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

The third voice: Do enhanced e-books enhance the benefits of shared story reading with preschoolers?

This study from which this paper draws examined the benefits of reading plain e-books (with parental instruction) compared to enhanced e-books (with limited parental direction) with 3- to 5-year-old children. Interaction was measured through parent-child verbal communication and eye contact. Engagement was measured through time spent visually focused on the story, and retention was measured through open-ended story event recall questions and multiple-choice story vocabulary questions. There were no differences between the enhanced and plain e-book conditions in children’s qualitative engagement with the story, or in the amounts of vocabulary or story events they retained. While enhanced e-books resulted in more time spent gazing at the device, parents and children were significantly more interactive when reading plain e-books. These findings suggest that while both plain and enhanced e-books are effective in aiding children’s retention of words and story events, plain e-books read by a caregiver are better at promoting meaningful conversation

Interactive Shared Book Reading with a Narrative and an Informational Book: The effect of genre on parent-child reading

Introduction: Previous studies indicate the dominance of narrative fiction in shared book reading.  Theory and research suggests this may contribute to reading difficulties. Purpose of the Study: This study contrasted the impact of two genres on shared book reading based on factors known to maximize children’s literacy development.  It also examined the participants’ perspectives regarding their interactive reading behaviors.Methods: Eight parent-child dyads, with children four- and five-years-old, read a non-narrative informational book and a narrative fictional book.  The study controlled for the books’ reading levels, Rockets and Spaceships (Guided Reading K, Lexile 520) and A Penguin Pup for Pinkerton (Guided Reading K, Lexile 510). Results:  Analysis showed that informational book features such as captions, predictable text, and a glossary supported interactive reading behaviors.  Children engaged more with concrete, factual concepts, and answered and asked more questions with the informational book. Implications and Conclusions:  Analysis showed that the non-narrative informational text encouraged more children's interactive reading behaviors known to develop emergent literacy skills.  The informational text was more engaging for children because of 1) book features/characteristics, and 2) the information presented.  Parents were generally unaware of the benefits of reading multiple genres to their children

Seven myths about young children and technology

Parents and educators tend to have many questions about young children's play with computers and other technologies at home. They can find it difficult to know what is best for children because these toys and products were not around when they were young. Some will tell you that children have an affinity for technology that will be valuable in their future lives. Others think that children should not be playing with technology when they could be playing outside or reading a book

Interactive Shared Book Reading with a Narrative and an Informational Book: The effect of genre on parent-child reading

Introduction: Previous studies indicate the dominance of narrative fiction in shared book reading.  Theory and research suggests this may contribute to reading difficulties. Purpose of the Study: This study contrasted the impact of two genres on shared book reading based on factors known to maximize children’s literacy development.  It also examined the participants’ perspectives regarding their interactive reading behaviors.Methods: Eight parent-child dyads, with children four- and five-years-old, read a non-narrative informational book and a narrative fictional book.  The study controlled for the books’ reading levels, Rockets and Spaceships (Guided Reading K, Lexile 520) and A Penguin Pup for Pinkerton (Guided Reading K, Lexile 510). Results:  Analysis showed that informational book features such as captions, predictable text, and a glossary supported interactive reading behaviors.  Children engaged more with concrete, factual concepts, and answered and asked more questions with the informational book. Implications and Conclusions:  Analysis showed that the non-narrative informational text encouraged more children's interactive reading behaviors known to develop emergent literacy skills.  The informational text was more engaging for children because of 1) book features/characteristics, and 2) the information presented.  Parents were generally unaware of the benefits of reading multiple genres to their children

An intervention plan for at risk students

This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities

Children at risk : their phonemic awareness development in holistic instruction

Includes bibliographical references (p. 17-19

Collaborative Storybook Reading: Bring Parents and At-Risk Kindergarten Students Together

Many students lack early literacy skills because they have not had opportunities to listen to or talk about stories, engage in word play, read with family members, or view literacy behaviors modeled in the home. The Collaborative Storybook Reading Program presents a model for providing interactive reading experiences for at-risk kindergarten students through the use of parent volunteers. The program was designed to increase student interactions with literature, while at the same time increasing the confidence level and literacy skills of the parent-volunteer readers. Program participants demonstrated increased ability to retell stories and participate in whole-class storybook reading sessions