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ERIC Number: EJ911044
Record Type: Journal
Publication Date: 2011-Jan
Pages: 24
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0300-4430
Shared-Reading versus Oral Storytelling: Associations with Preschoolers' Prosocial Skills and Problem Behaviours
Curenton, Stephanie M.; Craig, Michelle Jones
Early Child Development and Care, v181 n1 p123-146 Jan 2011
Dyadic shared-reading and oral storytelling practices and their association to American preschoolers' (N = 33) prosocial and problem behaviour was examined. The frequency (how often dyads read) and history (the child's age at first reading) were examined within shared-reading; emotion state talk and evaluative judgments were examined in both shared-reading and oral storytelling. Results revealed mothers used more positive emotion talk during shared-reading, but more negative emotion talk during oral storytelling. Mother-son dyads used more evaluative judgments during oral storytelling compared to shared-reading and compared to mother-daughter pairs in both contexts. Shared-reading practices were associated with prosocial skills, but this result was nonsignificant after including covariates. On the contrary, even after covarying literacy and language skills, there was a significant negative correlation between positive emotion state talk during oral storytelling and problem behaviour. Qualitative examples are included. Theoretical implications for differences between shared-reading versus storytelling and practical implications for the design of narrative interventions are discussed. (Contains 3 tables, 2 figures and 2 notes.)
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 - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida; Virginia
Identifiers - Assessments and Surveys: Social Skills Rating System; Test of Early Language Development; Wide Range Achievement Test