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
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.
📖 Papers frequently viewed together
#1Sandra Martin-Chang (Concordia University)H-Index: 9
#2Odette N. Gould (MtA: Mount Allison University)H-Index: 17
Research Findings: Although storybook reading has received considerable research attention, listening to children read has been the source of much less inquiry. In this study, 40 mother–child dyads were videotaped during adult-to-child and child-to-adult reading. Relations between book-related themes (e.g., types of talk), maternal evaluative feedback (e.g., praise, criticism), maternal miscue feedback (e.g., graphophonemic clues, terminal feedback), and child engagement (e.g., laughter, questio...
#1Rosemary Lever (Carleton University)H-Index: 3
#2Monique Sénéchal (Carleton University)H-Index: 26
Abstract Oral narrative skills are assumed to develop through parent–child interactive routines. One such routine is shared reading. A causal link between shared reading and narrative knowledge, however, has not been clearly established. The current research tested whether an 8-week shared reading intervention enhanced the fictional narrative skills of children entering formal education. Dialogic reading, a shared reading activity that involves elaborative questioning techniques, was used to eng...
#1Stephanie M. Curenton (RU: Rutgers University)H-Index: 11
#2Laura M. Justice (OSU: Ohio State University)H-Index: 85
Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowled...
#1Stephanie M. Curenton (RU: Rutgers University)H-Index: 11
#2Michelle Jones Craig (FSU: Florida State University)H-Index: 2
Last. Nadia Flanigan (FSU: Florida State University)H-Index: 1
view all 3 authors...
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...
#1Lorraine C. Taylor (UNC: University of North Carolina at Chapel Hill)H-Index: 5
#2Jennifer D. Clayton (USC: University of South Carolina)H-Index: 1
Last. Stephanie J. Rowley (UM: University of Michigan)H-Index: 25
view all 3 authors...
This review summarizes the research literature on the academic socialization of children within the family context. A conceptual model is introduced that describes the process of academic socialization, including parental experiences in school, parental school-related cognitions, and specific parenting behaviors. Parental attitudes and practices provide the foundation for children's development of schemas about school performance and thus are critical determinants of children's early school expe...
This study investigated the effects of teaching mothers of low socioeconomic status (SES) to use decontextualized language during storybook reading with their preschool-age children. A multiple baseline design across behaviors and participants evaluated the effects of the intervention for five dyads. Mothers' and children's use of decontextualized language and measures of dyadic interaction during storybook reading were examined. Mothers were able to learn decontextualized language strategies, a...
This study investigated the relationship between narrative skills and theory of mind for low-income children. Two groups of low-income preschoolers, one African American (n = 33) and one European American (n = 36), created a narrative and participated in a false belief task. The European Americans outperformed African Americans on the false belief task, but there were no differences in the narrative skills across the groups. After controlling for children's age, false belief performance had no e...
#1Nichd EccrnH-Index: 18
#2Bonnie KnokeH-Index: 34
#1Carol Scheffner Hammer (PSU: Pennsylvania State University)H-Index: 32
#2Amy L. Weiss (UI: University of Iowa)H-Index: 10
The purpose of this investigation was to develop an understanding of how African American mothers living in an urban setting in the South (a) viewed their children’s language development and (b) st...
#1Joan N. Kaderavek (EMU: Eastern Michigan University)H-Index: 29
#2Elizabeth Sulzby (UM: University of Michigan)H-Index: 9
The research reported in this paper was based on the premise that oral and written language development are intertwined. Further, the research was motivated by research demonstrating that narrative ability is an important predictor of school success for older children with language impairment. The authors extended the inquiry to preschool children by analyzing oral narratives and emergent storybook reading (retelling of a familiar storybook) by two groups of 20 children (half with, half without ...
Cited By1
#1Mariola Gremmen (UG: University of Groningen)H-Index: 6
#2Inge Molenaar (Radboud University Nijmegen)H-Index: 15
Last. R.C. Teepe (Radboud University Nijmegen)H-Index: 3
view all 3 authors...
Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development through frequent high-quality parent-toddler interaction. Elaborated picture home activities can support this rich home language environment. This study compares the effects of a multimedia versus a paper elaborated picture on the parent-toddler interaction and toddlers' vocabulary development. In a with...
This website uses cookies.
We use cookies to improve your online experience. By continuing to use our website we assume you agree to the placement of these cookies.
To learn more, you can find in our Privacy Policy.