Tender Shoots: A Randomized Controlled Trial of Two Shared-reading Approaches for Enhancing Parent-child Interactions and Children’s Oral Language and Literacy Skills

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2021-06-02 DOI:10.1080/10888438.2021.1926464

Jessica Riordan, E. Reese, Shika Das, Jane L. D. Carroll, E. Schaughency

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引用次数: 12

Abstract

ABSTRACT Tender Shoots compared two book-reading and conversation approaches for parents and preschoolers to an activity-based control group. The Rich Reading and Reminiscing (RRR) condition taught parents to converse about the storyline; the Strengthening Sound Sensitivity (SSS) condition taught parents to converse about word sounds. A total of 69 families with preschool children (M = 50 months) were randomly assigned to one of the three conditions for a 6-week training period. At pretest and posttest, parent-child book-reading and reminiscing were observed and children’s story comprehension, letter recognition, and phonological awareness assessed. RRR increased parents’ and children’s meaning-focused talk during book-reading and elaborative talk during reminiscing; SSS increased parents’ and children’s sound- and print-focused talk during book-reading. Moderator analyses revealed significant benefits of SSS for older children’s letter recognition and phonological awareness skills. Tender Shoots is a promising tool for enhancing the quality of parent-child conversations and children’s early literacy skills.

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温柔的芽：两种共享阅读方法的随机对照试验，以提高亲子互动和儿童的口语和识字技能

摘要Tender Shoots将父母和学龄前儿童的两种阅读和对话方法与基于活动的对照组进行了比较。丰富的阅读和回忆（RRR）条件教会了父母谈论故事情节；强化声音敏感性（SSS）条件教会父母谈论单词的发音。共有69个有学龄前儿童（M=50个月）的家庭被随机分配到三种条件中的一种，为期6周的培训期。在前测和后测中，观察亲子图书阅读和回忆，并评估儿童的故事理解、字母识别和语音意识。RRR增加了父母和孩子在读书时以意义为中心的谈话，以及在回忆时的详尽谈话；SSS增加了父母和孩子在读书期间以声音和印刷品为重点的谈话。主持人分析显示，SSS对年龄较大的儿童的字母识别和语音意识技能有显著的好处。Tender Shoots是一个很有前途的工具，可以提高亲子对话的质量和儿童的早期识字技能。

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.