ERIC Number: EJ1183322
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
The Role of Type of Activity in Parent-Child Interactions within a Family Literacy Programme: Comparing Prompting Boards and Shared Reading
de la Rie, Sanneke; van Steensel, Roel C. M.; van Gelderen, Amos J. S.; Severiens, Sabine
Early Child Development and Care, v188 n8 p1076-1092 2018
To examine what kinds of parent-child interactions are elicited by different literacy-related activities, an exploratory study was conducted with 19 mother-child dyads. Although prompting boards are widely incorporated in pre- and primary school curricula, and in various family literacy programmes, scientific knowledge supporting their use is lacking. Within the context of the Dutch family literacy programme 'Early Education at Home' [Dutch Youth Institute. (2012). "Early education at home." http://www.nji.nl/nl/Producten-en-diensten/Methodieken-en-instrumenten/VVE-Thuis-(3-6-jaar)], we compared levels of abstraction in parent-child interactions during prompting boards to an activity that has been researched extensively: shared reading. Our results show that children's contributions to the interactions are significantly larger during prompting board activities than during shared reading. Utterances of a higher level of abstraction were generally more prevalent during shared reading. However, we also found that mother's inference making utterances--the highest level of abstraction--were more characteristic of prompting board discussions. Implications for research and practice are discussed.
Descriptors: Foreign Countries, Parent Student Relationship, Interaction, Family Literacy, Comparative Analysis, Prompting, Reading Instruction, Reading Strategies, Kindergarten, Elementary School Students, Literacy Education, Mothers, Observation, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A