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506

Attention Vocative**

8.34 (10.84)

3.94 (7.26)

Bridging***

3.81 (7.08)

9.87 (11.42)

Chiming*

16.58 (23.51)

9.64 (20.16)

Clarifying

2.36 (6.57)

4.33 (7.97)

Elaborating

8.40 (11.24)

10.28 (13.16)

Feeding Back

10.54 (10.29)

12.06 (7.89)

Labeling

13.49 (18.05)

9.01 (13.37)

Managing

8.16 (16.65)

7.94 (19.90)

Predicting

6.32 (10.78)

6.89 (13.99)

Recalling***

9.13 (12.78)

19.99 (18.12)

Repeating*

10.79 (17.00)

5.55 (8.47)

Highly predictable

41.72 (23.66)

28.87 (26.40)

Episodic predictable

23.44 (11.37)

24.00 (26.24)

Narrative

17.18 (20.31)

37.22 (27.99)

‘PC.05.

**JJ<.o1.

***p<

.OOl.

Parent: Child: Parent:

The sky (labeling) The sky (repeating) See, See, this says, “The sky is falling.”

In contrast, proficient parent readers and their children were likely to engage in talk about the story, as in this example:

Parent: Child: Parent:

Child: Parent: Child:

Why did they think the sky was falling? (recalling) Because the nut falled on her head (recalling) OK (feedback). Why do you think they’re carrying them things on their head? (bridging) Because. . . They think what? Cause they think the sky is falling? (elaborating) Yes (feedback)

These data revealed dren were more likely

that low proficiency parent to engage in book-focused

readers and interactions,

their chil- compared

with the interactions of more proficient

more

on

meaning-based

interactional

parent readers; these dyads

strategies.

Subsequent

focused analyses

indicated significant F(24, 210) = 1.78,~~

interactions

between book type and reading level,

.05.

Univariate

tests

showed

significant

differences

for the repeating

strategy only, F(116) = 3.23, pc

.05: low proficiency

parent those

readers and their children used who were proficient readers.

repeating

in

narrative

text

more

than

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