Mothers' Attention-Getting Utterances during Shared Book Reading: Links to Low-Income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy

Autor/inn/en	Son, Seung-Hee Claire; Tineo, Maria F.
Titel	Mothers' Attention-Getting Utterances during Shared Book Reading: Links to Low-Income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy
Quelle	In: Infant and Child Development, 25 (2016) 4, S.259-282 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1932
Schlagwörter	Mothers; Correlation; Parent Child Relationship; Preschool Children; Coding; Verbal Communication; Rating Scales; Story Reading; Nonverbal Communication; Attention Control; Low Income; Emergent Literacy + Suchen Sie Ihr Suchwort? Mother; Mutter; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Codierung; Programmierung; Rating-Skala; Non-verbal communication; Nonverbale Kommunikation; Aufmerksamkeitstest; Niedriglohn; Frühleseunterricht
Abstract	This study examined associations among low-income mothers' use of attention-getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother-child shared book reading sessions were videotaped and coded for each utterance, including attention talk, contextualized talk, de-contextualized talk, and print talk. Preschoolers' attention during book reading was assessed using two measures: verbal engagement by using a rating scale of preschoolers' involvement in book reading discussion and visual attention by coding visual gaze. Findings indicated that mothers' attention talk was positively associated with children's verbal engagement, while maternal print talk was associated with children's visual attention. Further, low-level maternal print talk was associated with higher early decoding scores of children when it was accompanied with high-level maternal attention talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01