Parents and Preschool Children Interacting with Storybooks: Children's Early Literacy Achievement

Autor/inn/en	Lynch, Jacqueline; Anderson, Jim; Anderson, Ann; Shapiro, Jon
Titel	Parents and Preschool Children Interacting with Storybooks: Children's Early Literacy Achievement
Quelle	In: Reading Horizons, 48 (2008) 4, S.227-242 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Foreign Countries; Parent Student Relationship; Preschool Children; Early Reading; Emergent Literacy; Reading Ability; Cultural Differences; Reading Achievement; Story Reading; Canada + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühlesen; Frühleseunterricht; Reading competence; Lesekompetenz; Kultureller Unterschied; Leseleistung; Kanada
Abstract	This research reports on one area of a larger study in Western Canada examining the literacy activities of families from culturally diverse backgrounds. The research focused on parents' interactions with preschool children in storybook sharing and children's emergent reading development as measured by the "Test of Early Reading Ability-2 (TERA-2)". The sample consisted of 35 parents and children. Parents' and children's interactions in storybook sharing were videotaped and coded using a modified scale by Shapiro, Anderson, and Anderson (1997). Relationships were found between parents' and children's interactions in storybook reading and children's early literacy achievement. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://www.wmich.edu/coe/spls/clinic/readhorizons.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10