ERIC Number: ED345212
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
The Role of Parents in Supporting Beginning Reading.
Lancy, David F.; Bergin, Christi
A study examined parents' contributions to the emerging reading abilities of kindergarten and first-grade children by documenting the variation in parent-child interaction during joint storybook reading and the specific interaction patterns associated with children's reading fluency and affect. Subjects, 32 white, working-class parent-child pairs were videotaped for 30 to 40 minutes while reading to each other from a varied collection of picture books. An elaborate coding scheme was developed to analyze both parent and child behaviors. Results indicated that: (1) parents interpreted the mandate to read to their children in a wide variety of ways; (2) the way parents corrected reading errors and their apparent purpose for reading was associated with both the child's reading fluency and affect; (3) the number of error corrections and questions answered were not related to reading fluency or affect; and (4) the number of comments made while reading was not related to fluency. Results showed that parent-child pairs who view the child's reading as fun, keep the story flowing by using semantic-oriented rather than decoding-oriented correction tactics, encourage questions about the story and express humor while reading have children who are more fluent and more positive about reading. Findings underscore the need for educators to convey information to parents about how to be a good coach to the beginning reader, rather than just telling parents and children to read at home more. (Three tables and two figures of data are included; 37 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Communication Behavior
Note: Paper presented at the Annual Meeting of the American Educational Research Association (73rd, San Francisco, CA, April 20-24, 1992).