Shared Storybook Reading with Children at Family Risk of Dyslexia

Autor/inn/en	Hamilton, Lorna G.; Hayiou-Thomas, Marianna E.; Snowling, Margaret J.
Titel	Shared Storybook Reading with Children at Family Risk of Dyslexia
Quelle	In: Journal of Research in Reading, 44 (2021) 4, S.859-881 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hamilton, Lorna G.) ORCID (Hayiou-Thomas, Marianna E.) ORCID (Snowling, Margaret J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12375
Schlagwörter	Reading Aloud to Others; Parent Child Relationship; Mothers; Young Children; At Risk Persons; Dyslexia; Story Reading; Language Skills; Emergent Literacy; Correlation + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Frühe Kindheit; Risikogruppe; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Language skill; Sprachkompetenz; Frühleseunterricht; Korrelation
Abstract	Background: Shared storybook reading is an important context for language learning and often constitutes young children's first encounter with the printed word. The quality of early shared reading interactions is a known predictor of language and reading development, but few studies have examined these interactions in children at family risk of dyslexia. Methods: This exploratory study describes the quality of shared storybook reading between mothers and their 3- to 4-year-old children at family risk of dyslexia (FR; n = 18) in comparison with dyads with no known risk (no-FR; n = 13). Mother-child interactions while sharing a familiar and an unfamiliar storybook were coded for type of extra-textual talk (meaning-related talk at the concrete and abstract levels; print-related talk) and affective quality. Maternal and child language and literacy skills were considered as potential correlates of shared reading quality. Results: The linguistic and affective quality of shared reading was broadly comparable across FR and no-FR dyads, particularly when sharing a book they knew well, with large within-group variation. Mothers contributed more concrete meaning-related talk when introducing an unfamiliar book to their children; children contributed more extra-textual talk overall when sharing a familiar book. Maternal language, but not reading, skills were related to the linguistic quality of shared reading. The affective quality of reading interactions was rated more highly in dyads where mothers and children had stronger language skills. Conclusions: These results suggest that the quality of shared reading does not vary systematically as a function of children's risk of dyslexia but is related to maternal language skills. This finding needs to be replicated in a larger sample in order to better understand the risk and protective factors associated with dyslexia. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01