Teaching Mothers of Low Socioeconomic Status to Use Decontextualized Language During Storybook Reading

Autor/inn/en	Morgan, Lindee; Goldstein, Howard
Titel	Teaching Mothers of Low Socioeconomic Status to Use Decontextualized Language During Storybook Reading
Quelle	In: Journal of Early Intervention, 26 (2004) 4, S.235-252 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
Schlagwörter	Caregivers; Socioeconomic Status; Mothers; Story Reading; Reading Aloud to Others; Parent Child Relationship; Preschool Children; Intervention; Language Usage; Language Acquisition; Measures (Individuals); United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachgebrauch; Sprachaneignung; Spracherwerb; Messdaten
Abstract	This study investigated the effects of teaching mothers of low socioeconomic status (SES) to use decontextualized language during storybook reading with their preschool-age children. A multiple baseline design across behaviors and participants evaluated the effects of the intervention for five dyads. Mothers' and children's use of decontextualized language and measures of dyadic interaction during storybook reading were examined. Mothers were able to learn decontextualized language strategies, and children's use of decontextualized language covaried with mothers' use of the strategies. Changes in the content of talk during storybook reading resulted in modest increases in dyadic interaction. An implication of this study is that caregivers of low SES can be taught to use the type of language that should help prepare their children for the language demands of the classroom. (Author).
Anmerkungen	Division for Early Childhood, 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10