Other Interventions
Expository Text vs. Storybooks
Shared storybook reading is a common practice among parents and their preschool children which has been shown to scaffold comprehension and facilitate language and literacy (Price, van Kleeck, & Huberty, 2009). Researchers analyze the extratextual talk, the talk that goes beyond the printed text, based on the “amount of talk, the syntactic complexity and vocabulary diversity of the talk, and the content of the talk” (Price et al., p. 172). It has been shown that the greater the amount of interaction between parents and children during reading gives the child a long-lasting language advantage (Hart & Risley, 1995, 1999).
Past studies have focused on the interaction between the parent and …show more content…
study (2009), sixty-two parents and their children, age 3 or 4, participated in the study comparing shared reading experiences between two conditions. The dyads shared two storybooks and two expository books. Parental utterances during each condition were analyzed based on the amount of talk, the content of extratextual talk, utterance length, and vocabulary diversity. The amount of talk was how frequently the parent commented and talked outside of the text in the book. The content of the talk divided the utterances based on, (1) print and book convention utterances, (2) feedback, praise, acknowledgement utterances, and (3) book content related utterances. Book content related utterances were further divided based on their cognitive demands from Level 1 to Level 4. The levels started from minimally cognitively demanding utterances such as labeling an object progressing to far more cognitively demanding utterances such as providing further explanation of an event. Level 1 utterances included matching and questions in regard to noticing an object or character. Level 2 utterances included descriptions of objects or scenes and analysis and integration of perceptions. Level 3 utterances included making inferences, comparisons or judgments, and recalling information. Level 4 utterances included making predictions, providing definitions, or explain ideas beyond what was presented in the text. Mean length of utterance (MLU) was measured to determine …show more content…
Both parents and children used more feedback during expository book reading and produced higher cognitively demanding utterances, with the parents using more Level 1, 3, and 4 utterances and the children using more Level 3 and 4 utterances. Parents’ extratextual utterances were longer in the expository book condition with a greater variety of vocabulary within their utterances. This shows that the genre of book used during shared reading activities influences the amount of talk and changes the content, vocabulary, and length of utterances, all of which contribute to a child’s learning and language development (Price et al.,
Expository Text vs. Storybooks
Shared storybook reading is a common practice among parents and their preschool children which has been shown to scaffold comprehension and facilitate language and literacy (Price, van Kleeck, & Huberty, 2009). Researchers analyze the extratextual talk, the talk that goes beyond the printed text, based on the “amount of talk, the syntactic complexity and vocabulary diversity of the talk, and the content of the talk” (Price et al., p. 172). It has been shown that the greater the amount of interaction between parents and children during reading gives the child a long-lasting language advantage (Hart & Risley, 1995, 1999).
Past studies have focused on the interaction between the parent and …show more content…
study (2009), sixty-two parents and their children, age 3 or 4, participated in the study comparing shared reading experiences between two conditions. The dyads shared two storybooks and two expository books. Parental utterances during each condition were analyzed based on the amount of talk, the content of extratextual talk, utterance length, and vocabulary diversity. The amount of talk was how frequently the parent commented and talked outside of the text in the book. The content of the talk divided the utterances based on, (1) print and book convention utterances, (2) feedback, praise, acknowledgement utterances, and (3) book content related utterances. Book content related utterances were further divided based on their cognitive demands from Level 1 to Level 4. The levels started from minimally cognitively demanding utterances such as labeling an object progressing to far more cognitively demanding utterances such as providing further explanation of an event. Level 1 utterances included matching and questions in regard to noticing an object or character. Level 2 utterances included descriptions of objects or scenes and analysis and integration of perceptions. Level 3 utterances included making inferences, comparisons or judgments, and recalling information. Level 4 utterances included making predictions, providing definitions, or explain ideas beyond what was presented in the text. Mean length of utterance (MLU) was measured to determine …show more content…
Both parents and children used more feedback during expository book reading and produced higher cognitively demanding utterances, with the parents using more Level 1, 3, and 4 utterances and the children using more Level 3 and 4 utterances. Parents’ extratextual utterances were longer in the expository book condition with a greater variety of vocabulary within their utterances. This shows that the genre of book used during shared reading activities influences the amount of talk and changes the content, vocabulary, and length of utterances, all of which contribute to a child’s learning and language development (Price et al.,