Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement

Autor/inn/en	Kaderavek, Joan N.; Pentimonti, Jill M.; Justice, Laura M.
Titel	Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement
Quelle	In: Child Language Teaching and Therapy, 30 (2014) 3, S.289-302 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659013513812
Schlagwörter	Teacher Role; Caregivers; Parent Role; Communication Problems; Children; Reading Habits; Observation; Preschool Children; Preschool Education; Student Evaluation; Learner Engagement; Teacher Student Relationship; Emergent Literacy; Parent Child Relationship; Child Development; Receptive Language; Expressive Language; Oral Reading; Video Technology; Statistical Analysis; Language Acquisition; Thinking Skills; Phonological Awareness; Childrens Literature; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Lehrerrolle; Caregiver; Carer; Betreuungsperson; Pfleger; Parental role; Elternrolle; Kommunikationsbarriere; Child; Kind; Kinder; Reading habit; Lesegewohnheit; Beobachtung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Rezeptive Kommunikationsfähigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Statistische Analyse; Sprachaneignung; Spracherwerb; Denkfähigkeit; 'Children''s literature'; Kinderliteratur
Abstract	This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the teacher-led (group) and caregiver-led (one-on-one) shared book-reading sessions. Sixteen children with communication impairments were observed in both teacher-led and caregiver-led book-reading sessions using four matched manipulative storybooks. Children were observed during the fall and the spring of their preschool year. The quality of book-reading was evaluated using the "systematic assessment of book reading" (SABR). Children's level of literacy engagement was documented using the Children's Orientation to Book Reading Rating Scale. Results indicated that teachers' shared book-reading quality was significantly higher than caregivers'. Children's level of engagement was high across both adult-led contexts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10