婴幼儿亲子共享图书阅读干预的系统评价

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Ciera M. Lorio, Abigail D. Delehanty, M. Romano
{"title":"婴幼儿亲子共享图书阅读干预的系统评价","authors":"Ciera M. Lorio, Abigail D. Delehanty, M. Romano","doi":"10.1177/0271121421998793","DOIUrl":null,"url":null,"abstract":"Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent–child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421998793","citationCount":"3","resultStr":"{\"title\":\"A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers\",\"authors\":\"Ciera M. Lorio, Abigail D. Delehanty, M. Romano\",\"doi\":\"10.1177/0271121421998793\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent–child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.\",\"PeriodicalId\":47496,\"journal\":{\"name\":\"Topics in Early Childhood Special Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2021-04-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/0271121421998793\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Topics in Early Childhood Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/0271121421998793\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0271121421998793","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 3

摘要

鼓励家长尽早给孩子读书。多项关于父母与3岁及以上儿童共同阅读书籍的研究表明,父母使用基于语言的策略和儿童语言发展取得了积极成果。然而,很少有研究包括3岁以下的儿童;因此,对父母和孩子与婴幼儿分享书籍阅读实践的干预措施知之甚少。在这篇系统综述中,我们检查了12项干预措施研究,其中包括支持父母和孩子与出生至3岁的婴幼儿共享书籍阅读实践的实践机会。在整个研究中,家长们被教导通过各种教学功能使用互动共享图书阅读策略;然而,只有六项研究直接测量了父母在共享图书阅读互动中的策略使用和孩子的行为。讨论了未来研究的方向和这篇综述的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers
Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent–child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信