Expanding the Boundaries of Shared Book Reading: E-Books and Printed Books in Parent-Child Reading as Support for Children's Language

Autor/inn/en	Korat, Ofra; Shamir, Adina; Heibal, Shani
Titel	Expanding the Boundaries of Shared Book Reading: E-Books and Printed Books in Parent-Child Reading as Support for Children's Language
Quelle	In: First Language, 33 (2013) 5, S.504-523 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723713503148
Schlagwörter	Electronic Publishing; Childrens Literature; Mothers; Intervention; Video Technology; Language Acquisition; Low Income Groups; Preschool Children; Parent Background; Foreign Countries; Educational Attainment; Printed Materials; Reading Comprehension; Phonological Awareness; Parent Role; Pretests Posttests; Reading Aloud to Others; Syllables; Israel + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; 'Children''s literature'; Kinderliteratur; Mother; Mutter; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternhaus; Ausland; Bildungsabschluss; Bildungsgut; Leseverstehen; Parental role; Elternrolle; Silbe
Abstract	Early shared book reading activities are considered to be a promising context for supporting young children's language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers of children in the intervention groups received guidance on how to read to their child, and had five sessions of reading within a period of two weeks. The final session was videotaped and transcribed. Children in both intervention groups showed significant progress in word comprehension and phonological awareness compared to the control group. Children's initial knowledge in each skill and both interventions contributed to language progress more than maternal education, frequency of shared book reading and computer use. The authors conclude that parents and children may expand their shared book reading experience to include e-books, which may serve as promising contexts for developing young children's language. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01