The Role of Type of Activity in Parent-Child Interactions within a Family Literacy Programme: Comparing Prompting Boards and Shared Reading

Autor/inn/en	de la Rie, Sanneke; van Steensel, Roel C. M.; van Gelderen, Amos J. S.; Severiens, Sabine
Titel	The Role of Type of Activity in Parent-Child Interactions within a Family Literacy Programme: Comparing Prompting Boards and Shared Reading
Quelle	In: Early Child Development and Care, 188 (2018) 8, S.1076-1092 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1248957
Schlagwörter	Foreign Countries; Parent Student Relationship; Interaction; Family Literacy; Comparative Analysis; Prompting; Reading Instruction; Reading Strategies; Kindergarten; Elementary School Students; Literacy Education; Mothers; Observation; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Interaktion; Benutzerführung; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Mother; Mutter; Beobachtung; Statistische Analyse; Niederlande
Abstract	To examine what kinds of parent-child interactions are elicited by different literacy-related activities, an exploratory study was conducted with 19 mother-child dyads. Although prompting boards are widely incorporated in pre- and primary school curricula, and in various family literacy programmes, scientific knowledge supporting their use is lacking. Within the context of the Dutch family literacy programme 'Early Education at Home' [Dutch Youth Institute. (2012). "Early education at home." http://www.nji.nl/nl/Producten-en-diensten/Methodieken-en-instrumenten/VVE-Thuis-(3-6-jaar)], we compared levels of abstraction in parent-child interactions during prompting boards to an activity that has been researched extensively: shared reading. Our results show that children's contributions to the interactions are significantly larger during prompting board activities than during shared reading. Utterances of a higher level of abstraction were generally more prevalent during shared reading. However, we also found that mother's inference making utterances--the highest level of abstraction--were more characteristic of prompting board discussions. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01