Literaturnachweis - Detailanzeige
Autor/inn/en | Morgan, Lindee; Goldstein, Howard |
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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 |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-8151 |
Schlagwörter | Parent Child Relationship; Caregivers; Socioeconomic Status; Mothers; Story Reading; Reading Aloud to Others; Preschool Children; Language Usage; Measures (Individuals); United Kingdom (Reading) Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Caregiver; Carer; Betreuungsperson; Pfleger; Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachgebrauch; 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. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |