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ERIC Number: EJ1146048
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0553
Shared Book Reading and English Learners' Narrative Production and Comprehension
Gámez, Perla B.; González, Dahlia; Urbin, LaNette M.
Reading Research Quarterly, v52 n3 p275-290 Jul-Sep 2017
This study examined the relation between exposure to shared book reading and Spanish-speaking English learners' (ELs'; n = 102) narrative production and comprehension skills in kindergarten (mean age = 6.12 years). Audio- and videotaped book-reading sessions in Spanish were coded in terms of teachers' extratextual talk and gestures. Using a silent cartoon as a prompt, ELs' fall and spring story retellings in Spanish were transcribed, coded, and compared on micro- (e.g., word tokens) and macrostructure skills (story structure); story comprehension was assessed using multiple-choice questions. Results revealed that teachers' extratextual talk predicted ELs' narrative production (story structure) gains in the spring. Narrative comprehension gains were positively associated with teachers' gestures. Findings suggest a nonuniform influence of shared book reading on ELs' narrative skills, such that different features of the shared book-reading experience target specific skills.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A