佳穎1029 v.4
TRANSCRIPT
The Effect of Text Genre on Parent Use of Joint Book Reading Strategies to Promote Phonological Awareness
Presenter: Chia-Ying WuInstructor: : Dr. Pi-Ying HsuDate: October 29, 2012
Citation
• Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18, 502-512.
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Contents
Introduction
Literature review
Methodology
Result & Discussion
Reflection
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Introduction• The phonological awareness is the most
critical emergent literacy skill.
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Purpose - to determine how parents interact with their
preschool children during joint book reading activities when the stimuli, or specific text features of picture books, was varied
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Literature review• Most children learn phonological awareness
through interactions with their caregivers as they talk and read with them.
(Adam, 1990; Teale, 1986; Wells,1985)
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Literature review• The majority of studies of point book reading
have demonstrated a significant effect for receptive and/or expressive vocabulary growth.
(Debaryshe,1993; Lonigan,1998; Whitehurst,1985;
Wells,1994; WhiTehurst et al., 1994)
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HypothesesH1: Would parents use a higher frequency and greater variety of “word play” strategies, when reading rhyming/alliteration books than when reading storybooks?
H2: : Is this effect would be similar for parents of children without language impairments those with language impairments?
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Rhyming
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Easy Rhyming Poems by Douglas King
AlliterationMacho Pursuits
Sliding, slipping, gliding, tripping
If ice skating's too exhilarating
Try cake icing, it's quite exciting
Slapping, slopping, frosted topping.
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MethodologyParticipants
Without language impairments
= 24 = 31
Age :54-66
With language impairments
= = 12 = 5
Age: 55-65
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Methodologyparticipants
With language impairments
Average age: 31
Education: 13 years
Without language impairments
Average age: 34
Education: 15 years
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MethodologySetting• In a University Communication Disorders clinic• videotape
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Methodology Storybook Alphabet-rhyming book
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MeasuresDemographic questionnaire
1. Child’s birth date:___
2. Gender: □boy □girl
3. Name:_______
4. Age: ________
5. Relationship: _______
6. Language: ________
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MeasuresParent behaviors• Content
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verbal/non-verbal
characters events setting
MeasuresParent behaviors• form
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phonological awareness
letter rhyme
MeasuresParent behaviors• form
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print concepts
letter word
MeasuresParent behaviors• form
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book concepts
page read
ProceduresThe parents need to read four books for theirchildren.
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alphabet books storybooks
Result
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Parents of typically developing children used significantly more phonological awareness behaviors when reading the alphabet book, but not the narrative book.
Result
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Parents of children with language impairments talked as much about the content of both book as did parents of children without impairments.
Parents of children with language impairments used fewer phonological awareness reading behaviors than parents of typically developing children.
Result
Hypotheses Supported
H1: Would parents use a higher frequency and greater variety of “word play” strategies, when reading rhyming/alliteration books than when reading storybooks?
H2: : Is this effect would be similar for parents of children without language impairments those with language impairments?
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Discussion• The text genre affects reading behaviors.
• Parents rarely used important phonological awareness behaviors when reading storybooks.
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Reflection• The researcher only scored the parent
behaviors.
• This paper result can help parents and teachers to choose and share joint books to young children.
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Thanks for listening.
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