Parents’ goals for and perceptions of alphabet books
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
This study examined parents’ goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read, Enjoyment and Bonding, Learning from Books, and Soothing the Child. Maternal education, number of ABC books owned, and ABC book reading frequency were related to parents’ goals. When viewing ABC pages, parents rated pages with little text, simple illustrations, and letter sound-word consistency as more appropriate for fulfilling purposes related to learning to decode than pages with a lot of text, complex illustrations, and letter sound-word violations. These perceptions are congruent with previous research and experts’ advice. However, parents rated pages with more complex illustrations as more appropriate for enjoyment, potentially putting books with complex illustrations at cross purposes with the previous goals.
- Audet, D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behaviour relationships in junior kindergarten. Early Education and Development, 19, 112–137. doi:10.1080/1040928071839189. CrossRef
- Austin, J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120, 338–375. doi:10.1037/0033-2909.120.3.338. CrossRef
- Brabham, E. G., Murray, B. A., & Bowden, S. H. (2006). Reading alphabet books in kindergarten: Effects of instructional emphasis and media practice. Journal of Research in Childhood Education, 20, 219–234. CrossRef
- Bracken, S. S., & Fischel, J. E. (2008). Family reading behaviour and early literacy in preschool children from low-income backgrounds. Early Education and Development, 19, 45–67. doi:10.1080/10409280701838835. CrossRef
- Bradley, B. B., & Jones, J. (2007). Sharing alphabet books in early childhood classrooms. The Reading Teacher, 60, 452–463. doi:10.1598/RT.60.5.5. CrossRef
- Bringham Young University. (2010). Corpus of Contemporary American English. Retrieved from http://corpus.byu.edu/coca/.
- Davis, B. J., Evans, M. A., & Reynolds, K. P. (2010). Child miscues and parental feedback during shared alphabet book reading and relations with child literacy skills. Scientific Studies of Reading, 14, 341–364. doi:10.1080/10888431003623504. CrossRef
- Ehri, L. (2002). Reading, processes, acquisition, and instructional implications. In G. Read & J. Wearmouth (Eds.), Dyslexia and literacy: Theory and practice (pp. 167–184). West Sussex, UK: John Wiley.
- Evans, M. A., Bell, M., Shaw, D., Moretti, S., & Page, J. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing: An Interdisciplinary Journal, 19, 959–989. doi:10.1007/s11145-006-9026-x. CrossRef
- Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96, 130–141. doi:10.1037/0022-06126.96.36.199. CrossRef
- Evans, M. A., O’Grady, B., & Lavoie, M. (2008). A survey of alphabet books: Looks can be deceiving. Presented at the 69th Annual Canadian Psychological Association (CPA) Convention, Halifax, Canada.
- Evans, M. A., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading: Evidence from eye movement monitoring. Psychological Science, 16, 913–920. CrossRef
- Evans, M. A., Saint-Aubin, J., & Landry, N. (2009). Letter names and alphabet book reading by senior kindergarteners: An eye movement study. Child Development, 80, 1824–1841. doi:10.1111/j.1467-8624.2009.01370.x. CrossRef
- Evans, M. A., & Williamson, K. (2003). Survey of goals for shared reading. Unpublished instrument, University of Guelph, Ontario, Canada.
- Harris, T. L., & Hodges, R. E. (Eds.). (1995). A dictionary of reading and related terms. Newark, DE: International Reading Association.
- Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49–76. doi:10.1017/S0047404500009039. CrossRef
- Justice, L. M., Skibbe, L., Canning, A., & Lankford, S. (2005). Pre-schoolers, print, and storybooks: An observational study using eye-gaze analysis. Journal of Research in Reading, 28, 229–243. doi:10.1111/j.1467-9817.2005.00267.x. CrossRef
- Kiefer, B. Z. (2010). Children’s literature (10th ed.). New York, NY: McGraw Hill.
- Lachner, W., Zevenberg, A., & Zevenberg, J. (2008). Parent and child references to letters during alphabet book reading: Relations to child age and letter name knowledge. Early Education and Development, 19, 541–559. doi:10.1080/104092802230981. CrossRef
- Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93, 63–93. doi:10.1016.j.jeep.2005.07.003. CrossRef
- Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (2006). Parents’ beliefs about young children’s literacy development and parents’ literacy behaviours. Reading Psychology, 27, 1–20. doi:10.1080/02702710500468708. CrossRef
- Mansell, J., Evans, M. A., & Hamilton-Hulak, L. (2005). Developmental changes in parents’ use of miscue feedback during shared book reading. Reading Research Quarterly, 40, 294–317. doi:10.1598/RRQ.40.3.1. CrossRef
- McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285–3308. Retrieved from http://digitalcommons.wayne.edu/mpq/vol45/iss2/7/.
- Murray, B. A., Stahl, S. A., & Ivey, M. G. (1996). Developing phoneme awareness through alphabet books. Reading and Writing: An Interdisciplinary Journal, 8, 307–322. doi:10.1007/BF00395111. CrossRef
- Nodelman, P. (2001). A is for…what? The function of alphabet books. Journal of Early Childhood Literacy, 1, 235–253. doi:10.1177/14687984010013001. CrossRef
- Norrie, K., & Lin, S. (2009). Postsecondary educational attainment and participation in Ontario. Retrieved from Higher Education Quality Council of Ontario website: http://www.heqco.ca.
- Norton, D. E., & Norton, S. E. (2011). Through the eyes of a child: An introduction to children’s literature (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
- Saint-Aubin, J., & Evans, M. A. (2009). When more is less: The effect of alphabet book text length on pre-readers eye movements. Presented at the Sixteenth Annual Meeting of the Society for the Scientific Study of Reading, Boston, Massachusetts.
- Smolkin, L. B., Conlon, A., & Yaden, D. B. (1988). Print salient illustrations in children’s picture books: The emergence of written language awareness. Yearbook of the National Reading Conference, 37, 59–68.
- Smolkin, L. B., & Yaden, D. B., Jr. (1992). “O” is for “mouse”: First encounters with the alphabet book. Language Arts, 69, 432–441.
- Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18, 502–512. doi:10.1016/j.ecreq.2003.09.008. CrossRef
- Statistics Canada. (2006). Highest Certificate, Diploma or Degree (14), Age Groups (10A) and Sex (3) for the Population 15 Years and Over of Canada, Provinces, Territories, Census Metropolitan Areas and Census Agglomerations, 2006 Census—20% Sample Data. Retrieved from http://www12.statcan.ca/census-recensement/2006/dp-pd/tbt/Rp-eng.cfm?TABID=1&LANG=E&APATH=7&DETAIL=0&DIM=0&FL=A&FREE=0&GC=0&GID=762695&GK=0&GRP=1&PID=93608&PRID=0&PTYPE=88971,97154&S=0&SHOWALL=0&SUB=0&Temporal=2006&THEME=0&VID=0&VNAMEE=Age%20groups%20%2810A%29&VNAMEF=Groupes%20d%27%C3%A2ge%20%2810A%29&D1=0&D2=0&D3=0&D4=0&D5=0&D6=0.
- Sutherland, Z. (1997). Children and books (9th ed.). New York: Addison-Wesley Educational Publishers Inc.
- Templeton, S., & Bear, D. (Eds.). (1992). Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson. Hillsdale, NJ: Erlbaum.
- Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69, 1524–1540. doi:0009-3920/98/6906-0014.
- Treiman, R., & Weatherston, S. (1992). Effects of linguistic structure on children’s ability to isolate initial consonants. Journal of Educational Psychology, 84, 174–181. doi:10.1037/0022-06188.8.131.52. CrossRef
- Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home-literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care, 176, 357–378. doi:10.1080/03004430500063747. CrossRef
- Parents’ goals for and perceptions of alphabet books
Reading and Writing
Volume 26, Issue 8 , pp 1265-1287
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Alphabet books
- Book design
- Emergent literacy
- Literacy goals
- Parental perceptions