Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy

Published on May 2, 2013in ISRN Education
· DOI :10.1155/2013/936191
Stephanie M. Curenton11
Estimated H-index: 11
(RU: Rutgers University),
Symonne S. Kennedy1
Estimated H-index: 1
Sources
Abstract
This study examined mother-child interactions across two types of reading interactions—shared reading versus emergent reading—in order to determine (a) if mothers and children provide the same amount of language input across the two interactions, (b) if the socioemotional quality is consistent across the interactions, and (c) if the language input and socioemotional quality across the two interactions are differentially associated with children’s scores on early literacy assessments. Twenty-five mother-child dyads participated in both interactions. Children were given a standardized test of early reading and an emergent reading score based on a rubric designed particularly for the book they were reading. Results indicated that during the shared reading mothers provided more language input (i.e., they talked more), but children increased their amount of talk during the emergent reading, making such input effects null. Overall, socioemotional quality was consistent across the two interactions, except mothers provide more literacy feedback during shared reading. Both language input and socioemotional quality were associated with higher scores on early literacy assessments, but the contribution of these factors varied depending across the type of reading interaction. Results are discussed in terms of education implications for literacy practices at home and school.
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#1Stephanie M. Curenton (RU: Rutgers University)H-Index: 11
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#1Stephanie M. Curenton (RU: Rutgers University)H-Index: 11
#2Michelle Jones Craig (FSU: Florida State University)H-Index: 2
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This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed—literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a cont...
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