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ERIC Number: EJ893272
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1088-8438
Child Miscues and Parental Feedback during Shared Alphabet Book Reading and Relations with Child Literacy Skills
Davis, Bronwen J.; Evans, Mary Ann; Reynolds, Kailey Pearl
Scientific Studies of Reading, v14 n4 p341-364 2010
We studied 52 parent-child dyads reading an alphabet book to examine the nature of children's miscues and parents' feedback, and whether miscues and feedback were related to each other and to preliteracy skills. Letter knowledge, phonological awareness, and expressive vocabulary were assessed in 5-year-old nonreaders who were also audiotaped reading an alphabet book at home with their parent. Results indicate that after controlling for vocabulary, children with higher phonological awareness more often labeled objects with a name beginning with the page's target letter. Parents provided substantial sustaining feedback after miscues, as though using alphabet books as a way of fostering their child's literacy. Findings highlight the need to consider both the child's skill-base and parent-child interactions to understand the role of alphabet books in literacy development. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 1; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada