Leap-Frog to Literacy: Maternal Narrative Supports Differentially Relate to Child Oral Language and Later Reading Outcomes

Autor/inn/en	Bailey, Alison L.; Moughamian, Ani C.; Kelly, Kimberly Reynolds; McCabe, Allyssa; Huang, Becky H.
Titel	Leap-Frog to Literacy: Maternal Narrative Supports Differentially Relate to Child Oral Language and Later Reading Outcomes
Quelle	In: Early Child Development and Care, 190 (2020) 7, S.1136-1149 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Alison L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1521807
Schlagwörter	Mothers; Parent Child Relationship; Narration; Child Development; Literacy; Low Income Groups; Linguistic Input; Correlation; Cues; Oral Language; Longitudinal Studies; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 6; Achievement Tests; Preschool Children; Decoding (Reading); Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachbildung; Korrelation; Stichwort; Oral interpretation; Mündlicher Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dekodierung
Abstract	Young children's oral narration typically progresses from telling disordered events to production of well-sequenced stories. To investigate how this development is supported and whether effects of support extend to literacy, 59 mother-child dyads from low-income family backgrounds were studied longitudinally. Maternal verbal input to narration was assessed when children were three, four, and five years old. Children's personal narratives were assessed at age five, and reading outcomes were measured at first, second, third and sixth grades on a subsample. Maternal support was differentially related to oral narrative and reading outcomes. Mothers first provided orientation information and supported developing story actions and events with their three- and four-year-olds and focused on narrative evaluation with their five-year-olds. Although few distal relations were found between maternal input and children's oral narrative abilities, several types of maternal support across the preschool years correlated with later decoding, including prompts for and contributions of evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01