NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1127299
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0305-5698
Enhancing Parent-Child Relationship through Dialogic Reading
Ganotice, Fraide A., Jr.; Downing, Kevin; Mak, Teresa; Chan, Barbara; Lee, Wai Yip
Educational Studies, v43 n1 p51-66 2017
Dialogic reading (DR) has been identified as an effective strategy for enhancing children's literacy skills in Western and Asian contexts. Given that storytelling is a shared experience between adults and children, parent-child relationships is hypothesised to be enhanced by DR. Despite this possibility, there has been no systematic attempt to examine the possible impacts of DR on the parent-child relationship. This study bridges this gap in the literature by studying the relationship between adults and children before and after training in the practice of dialogic reading techniques. Forty-eight Cantonese-speaking parents with children aged between 3 and 12 were recruited from schools. They were assessed prior to and after undergoing a four-hour dialogic reading training programme with a two-hour follow-up session using the Parent-Child Relationship Inventory. The results of this study suggest that DR has considerable potential for improving parent-child relationships. The findings are discussed in relation to the situation of Chinese learners in the Hong Kong context.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong