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ERIC Number: ED371300
Record Type: Non-Journal
Publication Date: 1994
Pages: 33
Abstractor: N/A
Reference Count: N/A
Joint Reading between Mothers and Their Head Start Children. Vocabulary Development in Two Text Formats. Reading Research Report No. 13.
Pellegrini, A. D.; And Others
A study examined the ways in which Head Start preschool children's vocabulary developed when they and their mothers engaged in joint reading. Subjects, 19 dyads, were observed as they interacted around expository texts presented in both familiar (newspaper toy advertisements) and traditional (trade books) formats. Subjects were observed in their homes for 10 readings each, during which the dyads read a series of presented texts. The children's ability to identify words from the texts read and their comprehension of a standardized receptive vocabulary list were measured. Mothers talked more than children in all contexts; furthermore, different forms of talk were observed around the different text formats. Correlational and sequential analyses indicated that children's word recall was best predicted by responsive maternal strategies, such as encouraging children to talk about the text, and children's modeling of maternal strategies. (Contains 36 references and 5 tables of data. An appendix of data is attached.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.