Teenage Mothers' Language Use during Shared Reading: An Examination of Quantity and Quality

Autor/inn/en	Scott, Amy; McNeill, Brigid; van Bysterveldt, Anne
Titel	Teenage Mothers' Language Use during Shared Reading: An Examination of Quantity and Quality
Quelle	In: Child Language Teaching and Therapy, 36 (2020) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Amy) ORCID (McNeill, Brigid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659020903769
Schlagwörter	Mothers; Early Parenthood; Program Effectiveness; Emergent Literacy; Intervention; Parent Child Relationship; Reading Aloud to Others; Language Acquisition; At Risk Persons; Story Reading; Vocabulary Development; Linguistic Input; Context Effect; Late Adolescents; Foreign Countries; Preschool Children; New Zealand + Suchen Sie Ihr Suchwort? Mother; Mutter; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachaneignung; Spracherwerb; Risikogruppe; Wortschatzarbeit; Sprachbildung; Halbstarker; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Neuseeland
Abstract	This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01