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Miller-Goldwater HE, Cronin-Golomb LM, Hanft MH, Bauer PJ. The influence of books' textual features and caregivers' extratextual talk on children's science learning in the context of shared book reading. Dev Psychol 2023; 59:390-411. [PMID: 36442011 PMCID: PMC9905292 DOI: 10.1037/dev0001480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
During early childhood, reading books with one's caregiver (shared book reading) is a valuable means of supporting learning. Yet, there are gaps in our understanding of the influence of shared book reading on young children's science learning. The current research bridges this gap by examining the pedagogical quality of science books in preschool-aged children's environments and investigating how such books influence children's learning and caregivers' extratextual talk during shared book reading. In Study 1, we coded 60 science books that were readily available in young children's environments within the United States. The books were designed for English speakers and recommended for preschool-aged children. We coded the books for the extent to which they were Coherent (elaborated on facts presented by providing details, examples, comparisons, etc.) and included Embedded Questions. However, many books were low in Cohesion and Embedded Questions and were of low pedagogical quality. In Study 2, we tested thirty-eight 4- to 5-year-old children (55% female, 76% White) and their caregivers in the Southeastern United States. We assessed the influence of books' levels of Cohesion and Embedded Questions and of caregivers' Elaborative extratextual talk during shared book reading on children's science learning. Children learned more from books high in Cohesion, irrespective of levels of Embedded Questions and caregivers' Elaborative Talk. Additionally, children learned more from books high in Embedded Questions when caregivers used more Elaborative Talk. This research highlights the importance that books' textual features and social interactions during shared book reading have in promoting early science learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Petrie A, Mayr R, Zhao F, Montanari S. Parent-child interaction during storybook reading: wordless narrative books versus books with text. JOURNAL OF CHILD LANGUAGE 2023; 50:104-131. [PMID: 34789359 DOI: 10.1017/s0305000921000763] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study examines the content and function of parent-child talk while engaging in shared storybook reading with two narrative books: a wordless book versus a book with text. Thirty-six parents audio-recorded themselves reading one of the books at home with their 3.5-5.5-year-old children. Pragmatic and linguistic measures of parental and child talk during both narrative storytelling and dialogic interactions were compared between the wordless and book-with-text conditions. The results show that the wordless book engendered more interaction than the book-with-text, with a higher rate of parental prompts and responsive feedback, and significantly more child contributions, although lexical diversity and grammatical complexity of parental language were higher during narration using a book-with-text. The findings contribute to research on shared storybook reading suggesting that different book formats can promote qualitatively different language learning environments.
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Affiliation(s)
- Abigail Petrie
- Centre for Speech and Language Therapy and Hearing Science, Cardiff Metropolitan University, UK
| | - Robert Mayr
- Centre for Speech and Language Therapy and Hearing Science, Cardiff Metropolitan University, UK
| | - Fei Zhao
- Centre for Speech and Language Therapy and Hearing Science, Cardiff Metropolitan University, UK
| | - Simona Montanari
- Department of Child & Family Studies, California State University, Los Angeles, USA
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Hooykaas MJD, Holierhoek MG, Westerveld JS, Schilthuizen M, Smeets I. Animal biodiversity and specificity in children's picture books. PUBLIC UNDERSTANDING OF SCIENCE (BRISTOL, ENGLAND) 2022; 31:671-688. [PMID: 35532077 PMCID: PMC9131409 DOI: 10.1177/09636625221089811] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
While animal biodiversity is declining globally, cultural representations of animals are highly prevalent in society and play an increasing part in shaping children's perceptions of animal diversity. We studied animal portrayals in children's picture books in the Netherlands, and coded over 2,200 animals from 217 award-winning books. We found a strong bias toward vertebrates, mammals in particular. Mammals were featured more often than other animals, played more prominent roles in the story, and were visually and textually specified more strongly. Furthermore, exotic and domestic species outnumbered native species. Picture books currently are likely to reinforce children's perceptions toward only a small part of animal biodiversity. While we realize that picture books have other primary aims, picture book makers could be inspired and encouraged to diversify and specify their portrayals of the natural world. This would broaden children's perceptions of the animal kingdom and could help foster lasting connections to biodiversity.
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Affiliation(s)
- Michiel Jan Dirk Hooykaas
- Michiel Jan Dirk Hooykaas, Science Communication and Society, Leiden University, Sylviusweg 72, 2333 BE Leiden, The Netherlands.
| | | | | | - Menno Schilthuizen
- Leiden University, The Netherlands; Naturalis Biodiversity Center, The Netherlands
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Breitfeld E, Potter CE, Lew-Williams C. Children simultaneously learn multiple dimensions of information during shared book reading. JOURNAL OF COGNITION AND DEVELOPMENT 2021; 22:744-766. [PMID: 34744519 DOI: 10.1080/15248372.2021.1939353] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children's learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to 5.5-year-old children's simultaneous learning of novel words, moral lessons, and story details from a reading interaction with a parent. Results showed that children successfully learned new words, extracted a moral lesson, and recalled story details from the picture book. Contrary to expectations, children's learning was equally strong regardless of whether or not parents were prompted to focus on learning as the key purpose of book reading. This research demonstrates that children learn diverse information presented across different time scales from picture books.
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Affiliation(s)
- Elise Breitfeld
- Department of Psychology, University of Wisconsin-Madison, Madison
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Bergman Deitcher D, Aram D, Itzkovich I. Alphabet Books: Relations Between Aspects of Parent-Child Shared Reading, Children’s Motivation, and Early Literacy Skills. READING PSYCHOLOGY 2021. [DOI: 10.1080/02702711.2021.1888344] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
| | - Dorit Aram
- Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel
| | - Inbar Itzkovich
- Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel
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Grolig L. Shared Storybook Reading and Oral Language Development: A Bioecological Perspective. Front Psychol 2020; 11:1818. [PMID: 32982820 PMCID: PMC7479231 DOI: 10.3389/fpsyg.2020.01818] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2020] [Accepted: 07/01/2020] [Indexed: 01/11/2023] Open
Abstract
Shared reading research has become increasingly multidisciplinary and has incorporated a multitude of assessment methods. This calls for an interdisciplinary perspective on children's shared reading experiences at home and at the child care center and their relationships to oral language development. Here, we first discuss Bronfenbrenner's bioecological model of human development (Bronfenbrenner and Morris, 2006) regarding the relationship between shared storybook reading and oral language development. Second, we develop a framework for investigating effects of shared reading on language development in two important microsystems: the home literacy environment (HLE) and the child care literacy environment (CCLE). Zooming in on shared storybook reading as a proximal process that drives oral language development, we then develop a triad model of language learning through shared storybook reading that integrates approaches and evidence from educational psychology, developmental psychology, psycholinguistics, and corpus linguistics. Our model describes characteristics of children, adults, and books, and how their interplay influences shared reading activities. Third, we discuss implications for the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014) regarding the conceptualization of shared reading as an important source of oral language development. Finally, to facilitate integrated research designs that include the two most important microsystems, we provide a critical discussion of assessment methods used in research that investigates the HLE and the CCLE and relate them to the shared reading triad in our bioecological model of shared storybook reading. We conclude with directions for future research.
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Affiliation(s)
- Lorenz Grolig
- Max Planck Research Group Reading Education and Development (REaD), Max Planck Institute for Human Development, Berlin, Germany
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Tompkins V, Farrar MJ, Montgomery DE. Speaking Your Mind: Language and Narrative in Young Children's Theory of Mind Development. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2019; 56:109-140. [PMID: 30846045 DOI: 10.1016/bs.acdb.2018.11.003] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Research consistently finds that language and theory of mind are interrelated. The content and qualities of language that specifically predict theory of mind remain under investigation and the question of why language might impact theory of mind development is open. In this chapter we analyze and highlight current findings and theory addressing theory of mind and language. The principal focus is upon typically developing children between ages 2 and 5, a period characterized by extensive development in language and social understanding. We propose that the study of young children's narrative development can inform how and why language and theory of mind are connected. False belief understanding and narrative comprehension share many similarities and this association provides a promising avenue for future work.
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Nekitsing C, Hetherington MM, Blundell-Birtill P. Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education. Curr Obes Rep 2018; 7:60-67. [PMID: 29446037 PMCID: PMC5829121 DOI: 10.1007/s13679-018-0297-8] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
PURPOSE OF REVIEW The present review was undertaken in order to summarize and evaluate recent research investigating taste exposure, sensory learning, and nutrition education interventions for promoting vegetable intake in preschool children. RECENT FINDINGS Overall, taste exposure interventions yielded the best outcomes for increasing vegetable intake in early childhood. Evidence from sensory learning strategies such as visual exposure and experiential learning also show some success. While nutrition education remains the most common approach used in preschool settings, additional elements are needed to strengthen the educational program for increasing vegetable intake. There is a substantial gap in the evidence base to promote vegetable intake in food fussy children. The present review reveals the relative importance of different intervention strategies for promoting vegetable intake. To strengthen intervention effects for improving vegetable intake in preschool children, future research could consider integrating taste exposure and sensory learning strategies with nutrition education within the preschool curriculum.
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Suárez N, Sánchez CR, Jiménez JE, Anguera MT. Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns. Front Psychol 2018; 9:7. [PMID: 29449818 PMCID: PMC5800299 DOI: 10.3389/fpsyg.2018.00007] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2017] [Accepted: 01/03/2018] [Indexed: 11/13/2022] Open
Abstract
The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.
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Affiliation(s)
- Natalia Suárez
- Departamento de Psicología Evolutiva y de la Educación, University of La Laguna, San Cristóbal de La Laguna, Spain
| | - Carmen R Sánchez
- Departamento de Psicología Clínica, Psicobiología y Metodología, University of La Laguna, San Cristóbal de La Laguna, Spain
| | - Juan E Jiménez
- Departamento de Psicología Evolutiva y de la Educación, University of La Laguna, San Cristóbal de La Laguna, Spain
| | - M Teresa Anguera
- Faculty of Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain
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Lawson M, London K. Children's memory for conversations after a 1-year delay. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2017. [DOI: 10.1016/j.jarmac.2017.07.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Richter A, Courage ML. Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1016/j.appdev.2017.01.002] [Citation(s) in RCA: 77] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Horst JS, Houston-Price C. Editorial: An Open Book: What and How Young Children Learn from Picture and Story Books. Front Psychol 2015; 6:1719. [PMID: 26617549 PMCID: PMC4639599 DOI: 10.3389/fpsyg.2015.01719] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2015] [Accepted: 10/26/2015] [Indexed: 11/13/2022] Open
Affiliation(s)
| | - Carmel Houston-Price
- School of Psychology and Clinical Language Sciences, University of Reading Malaysia Nusajaya, Malaysia
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