Examining Relationships between Home-Based Shared Book Reading Practices and Children's Language/Literacy Skills at Kindergarten Entry

Autor/inn/en	Anderson, Kimberly L.; Atkinson, Terry S.; Swaggerty, Elizabeth A.; O'Brien, Kevin
Titel	Examining Relationships between Home-Based Shared Book Reading Practices and Children's Language/Literacy Skills at Kindergarten Entry
Quelle	In: Early Child Development and Care, 189 (2019) 13, S.2167-2182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Kimberly L.) ORCID (Atkinson, Terry S.) ORCID (Swaggerty, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1443921
Schlagwörter	Kindergarten; School Readiness; Books; Emergent Literacy; Family Environment; Parent Child Relationship; Home Study; Language Skills; Beginning Reading; Reading Skills; Reading Comprehension; Reading Attitudes; Young Children; Early Childhood Education; Surveys; Elementary School Students; Reading Tests; Reading Fluency; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Book; Buch; Monographie; Monografie; Frühleseunterricht; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Language skill; Sprachkompetenz; Erstleseunterricht; Reading skill; Lesefertigkeit; Leseverstehen; Reading behavior; Rading behaviour; Leseverhalten; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Survey; Umfrage; Befragung; Lesetest
Abstract	At start-up of a book distribution programme (Dolly Parton's Imagination Library) in a southeastern United States community, we examined baseline relationships between at-home shared book reading (SBR) and children's language/literacy abilities and skills at kindergarten entry. One hundred fifty-two parent/child dyads participated; children (53% male) had a mean age of 5 years, 6 months. Survey data included family demographics, SBR frequency and practices, and children's interest in reading. Household income and parent education level were positively associated with SBR frequency. Relationships between SBR frequency and children's performance on measures of print concepts/ reading behaviours, narrative retelling, narrative comprehension, and interest in reading were statistically significant. Performance on a letter naming fluency and phonemic segmentation measure was significantly related to the SBR practice of stopping to ask the child about letters or words but not to SBR frequency. Differential associations are discussed in terms of constrained and unconstrained abilities and skills, with implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01