Teenage mothers’ language use during shared reading: An examination of quantity and quality

IF 0.8 4区医学 Q4 EDUCATION, SPECIAL

Child Language Teaching & Therapy Pub Date : 2020-02-01 DOI:10.1177/0265659020903769

Amy Scott, Brigid C McNeill, Anne van Bysterveldt

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引用次数: 3

Abstract

This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.

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青少年母亲在共享阅读中的语言使用：数量和质量的检验

本研究调查了紧急识字干预对14名青少年母亲（M=19；9，SD=1；3）及其年幼子女（M=2；1，SD=0；8）在共享阅读互动中使用的语言质量和数量的影响。母亲们参加了为期七周的紧急扫盲干预，重点关注她们可以用来加强与孩子共享阅读互动的一系列行为。采用前后单组（无对照组/对照组）研究设计来评估干预对语言使用的影响。结果表明，在语言质量和数量测量的大多数方面都有显著的干预效果。母亲和儿童的总单词数、总话语量和不同单词数都有统计学上的显著增加；母亲们使用了更为罕见的复杂词语；孩子们使用了更多不同类型的单词类。母亲的谈话背景在描述和预测/解释方面也有显著增长。研究结果为设计以父母为中心的干预措施提供了考虑因素，以有效针对高危人群儿童的识字和语言发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Language Teaching & Therapy Multiple-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Language Teaching and Therapy is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of children"s spoken and written language needs. The journal publishes original research and review articles of high practical relevance and which emphasise inter-disciplinary collaboration. Child Language Teaching and Therapy publishes regular special issues on specific subject areas and commissions keynote reviews of significant topics. The readership of the journal consists of academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics.