Mother-Child Story Book Interactions: Literacy Orientation of Pre-Schoolers with Hearing Impairment

Autor/inn/en	Kaderavek, Joan N.; Pakulski, Lori A.
Titel	Mother-Child Story Book Interactions: Literacy Orientation of Pre-Schoolers with Hearing Impairment
Quelle	In: Journal of Early Childhood Literacy, 7 (2007) 1, S.49-72 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798407074835
Schlagwörter	Toys; Play; Preschool Children; Hearing Impairments; Mothers; Parent Child Relationship; Story Reading; Reader Text Relationship; Emergent Literacy; Home Visits; Orientation; Correlation; Age Differences; Reading Motivation + Suchen Sie Ihr Suchwort? Toy; Spielzeug; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hearing impairment; Hörbehinderung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühleseunterricht; Hausbesuch; Orientierung; Korrelation; Age; Difference; Age difference; Altersunterschied; Lesemotivation
Abstract	The current study explored literacy interest or orientation of pre-school children with hearing impairment during mother-child story book interactions. Twelve pre-schoolers with varying types and levels of hearing impairment were observed during mother-child home book reading and toy play. Story books included both narrative and manipulative book genres. Child orientation to the task was qualitatively rated with a four-point Orientation Rating to Book Reading/Toy Play; mothers' modification of the book's text was scored with the Modification of the Book's Text Rating. Results indicated that: (1) children should have more than one opportunity to explore and interact with a book before orientation is assessed, (2) children demonstrated a higher mean level of orientation to manipulative books versus narrative books across the three interactions, and (3) modification was negatively correlated with children's age (i.e. the text was more likely to be read verbatim with younger children). (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10