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The analysis also revealed a significant interaction in the amount of talk

among Figure

parent-child

dyads of

1, low

proficiency

parent

talk

using

the

highly

predictable

readers

and their

children

engaged

in more

book,

whereas

proficient

parent

readers

differing

reading abilities.

As shown in

interacted

more when reading the narrative

text. Together,

these results

suggest that the type and frequency of conversational

exchanges between

parents and children reading ability. For predictable text with

were influenced by the book type and the parents’ parents who lacked proficiency in reading, the highly its repetitive language and rhyme appeared to act as a

scaffold for active were more at ease

participation in reading,

with their young children. For parents such a scaffold appeared unnecessary.

who They

engaged in more greater facility in

conversational interactions reading, these dyads appeared

with

narrative

text. With

to be

less bound

to the text

than

low

tive

text

text

than

proficiency seemed to the other

parent readers and children. Consequently, elicit more conversations both within and text types.

the narra- beyond the

The final analysis looked at gain scores in receptive language skills and con- cepts of print for children of low proficiency and proficient parent readers.

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