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ERIC Number: ED453956
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Parental Coaching in Child-to-Parent Book Reading: Associations with Parent Values and Child Reading Skill.
Evans, Mary Ann; Bell, Michelle; Mansell, Jubilea; Shaw, Deb
This study examined how parents' beliefs about skilled reading and shared book reading related to the ways they coached their children in learning to read in kindergarten through grade 2 and whether these beliefs and behaviors contributed to their children's reading skill. The focus of the study was on the ways parents responded to children's miscues. Data collected drew on two cohorts of children and their parents who entered the longitudinal study when children were in kindergarten. Of the 70 participating parents, 65 were mothers. The findings converged on three main points. First, parents explicitly attempted to develop reading skills in their children while primarily reading books to their kindergartners by teaching and practicing letter names and sounds and cueing children to take on small pieces of the reading role. In Grade 1, parents focused their children's attention on various clues and modeled various strategies in response to miscues the child made in reading to the parent. Second, parents insisted on accurate reading, ignoring only 2 to 4 percent of miscues in comparison to findings that teachers ignore 40 to 60 percent of miscues. Third, parents' goals and values predict the kinds of coaching they use during shared book reading. Parents whose primary goal was enjoyment added to the reading interaction with comments to enhance interest in and comprehension of the story. Parent behavior during shared book reading in kindergarten predicted 8 to 9 percent of the variance on first-graders' word recognition and passage comprehension, respectively. (Contains 25 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A