Stimulating Preschoolers' Repeating Patterning Ability by Means of Dialogic Picture Book Reading

Autor/inn/en	Wijns, Nore; Purpura, David; Torbeyns, Joke
Titel	Stimulating Preschoolers' Repeating Patterning Ability by Means of Dialogic Picture Book Reading
Quelle	In: Journal of Educational Psychology, 115 (2023) 5, S.732-746 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wijns, Nore) ORCID (Torbeyns, Joke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000756
Schlagwörter	Preschool Children; Picture Books; Intervention; Reading Aloud to Others; Mathematics Skills; Transfer of Training; Numeracy; Foreign Countries; Vocabulary; Pattern Recognition; Repetition; Belgium; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Picture book; Bilderbuch; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Training; Transfer; Ausbildung; Rechenkompetenz; Ausland; Wortschatz; Mustererkennung; Wiederholung; Belgien
Abstract	This study evaluates the effectiveness of a dialogic reading picture book intervention on preschoolers' repeating patterning ability. Ninety-four children age 4 years 1 month to 6 years 8 months (M[subscript age] = 5 years 0 months) were randomly assigned to intervention (n = 46) or active control (n = 48) conditions. Well-trained university and college students read two researcher-designed picture books five times each over 3 weeks (i.e., 10 reading sessions) to small groups of three to five children. In the intervention condition, repeating patterns were present in the text and the illustrations, and the dialogic reading questions elicited patterning interactions. In the control condition, there were no references to patterns and the dialogic reading questions focused on content other than patterns or mathematics. A repeating patterning measure (including extending, generalizing, identifying the unit) and a numerical measure (including counting, number recognition, number order) were administered at pretest and at posttest. At posttest, differences in repeating patterning between both conditions were not significant when controlling for pretest performance and receptive vocabulary, despite a small effect size. When further exploring the differences on each of the patterning tasks separately, the intervention group outperformed the control group on extending but not on generalizing or unit identification. There were no significant transfer effects on the numerical measure. Overall, this study shows that reading picture books specially designed around patterning skills can stimulate young children's ability to extend repeating patterns. Picture books are a promising tool to support children's patterning ability, because they are easy to implement in several early learning environments. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01