Abstract
This study analyzes how training in dyadic activities affected the quality of Shared Book Reading (SBR) amongst mothers of preschool children from low socioeconomic status (SES). Each mother experienced one of three interventions. All interventions guided mothers in principles of mediating children’s learning in one dyadic activity: SBR, word writing, or visuo-motor skills. The mother-child activities took place 3 times a week for 7 weeks. A group with no intervention served as a control. The quality of interactive reading improved substantially from pretest to immediate and to delayed posttest, 2.5 months later, in the SBR group. Improvement was exhibited in the number of mother- and child-initiated dialogues, number of dialogues with scaffolds, elaborations, praise, and criticism, and in all types of prompts. No effect of the intervention on interactive reading emerged in any other groups, revealing no transfer of training mothers in general principles of mediated learning to SBR with their child.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abarca, D. L. (2018). Young minds, young readers: Dialogic reading with adolescent mothers and their children. International Public Health Journal, 10, 455–467.
Aram, D., & Levin, I. (2002). Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergartners. Merrill Palmer Quarterly, 48, 202–224.
Aram, D., & Levin, I. (2004). The role of maternal mediation of writing to kindergartners in promoting literacy achievements in second grade: A longitudinal perspective. Reading and Writing: An Interdisciplinary Journal, 17, 387–409.
Aram, D., Fine, Y., & Ziv, M. (2013). Enhancing parent–child shared book reading interactions: Promoting references to the book’s plot and socio-cognitive themes. Early Childhood Research Quarterly, 28, 111–122.
Audet, D., Evans, M., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behavior relationships in junior preschool. Early Education and Development, 19, 112–137.
Ben-Gur, N. (2009). When mothers read. Woman’s World, 308, 160–161.
Blom-Hoffman, J., O’Neil-Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43(1), 71–78. https://doi.org/10.1002/pits.20130
Blom-Hoffman, J., O’Neil-Pirozzi, T., Volpe, R., Cutting, J., & Bissinger, E. (2007). Instructing parents to use dialogic reading strategies with preschool children: Impact of a video-based training program on caregiver reading behaviors and children’s related verbalizations. Journal of Applied School Psychology, 23, 117–131.
Briesch, A. M., Chafouleas, S. M., Lebel, T. J., & Blom-Hoffman, J. A. (2008). Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity. Psychology in the Schools, 45, 978–993.
Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408–426.
Bus, A. G. (2002). Joint caregiver-child storybook reading: A route to literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 179–191). Guilford Press.
Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331–362.
Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19, 28–39.
Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development. Early Education and Development, 19, 161–187.
De Temple, J. M., & Snow, C. E. (2001). Conversations about literacy: Social mediation of psycholinguistic activity. In L. Verhoeven & C. E. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 55–69). Routledge.
Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399.
Ehri, L. C., Nunes, S. N., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta analysis. Review of Educational Research, 71, 393–447.
Foulin, J. N. (2005). Why is letter knowledge such a good predictor of learning to read? Reading and Writing, 18, 129–155.
Gersten, R., Fucks, L., Williams, J., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279–320.
Goswami, U. (2003). Phonology, learning to read and dyslexia: A cross-linguistic analysis. In V. Csepe (Ed.), Dyslexia: Different brain, different behavior: Vol. 23. Neuropsychology and cognition (pp. 1–40). Kluwer Academic.
Haskell, R. E. (2000). Transfer of learning: Cognition and instruction. Elsevier.
Huebner, C. E. (2000). Community-based support for preschool readiness among children in poverty. Journal of Education for Students Placed at Risk, 5, 291–314.
Huebner, C. E., & Meltzoff, A. N. (2005). Intervention to change parent-child reading style: A comparison of instructional methods. Journal of Applied Developmental Psychology, 26(3), 296–313. https://doi.org/10.1016/j.appdev.2005.02.006
Israel Bureau of Statistics. (2021). House density. https://www.cbs.gov.il/he/publications/doclib/2021/households_eco19_1816/t_02.pdf
Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17–29.
Justice, L. M., Weber, S. E., Ezell, H. K., & Bakeman, R. (2002). A sequential analysis of children’s responsiveness to parental print reference during shared book-reading interactions. American Journal of Speech-Language Pathology, 11, 30–40.
Justice, L. M., Skibbe, L., & Ezell, H. K. (2006). Using print referencing to promote language awareness. In T. A. Ukrainetz (Ed.), Contextualized language intervention: Scaffolding preK-12 literacy achievement (pp. 389–428). Thinking Publications University.
Kozulin, A. (2002). Sociocultural theory and the mediated learning experience. School Psychology International, 23, 2–35.
Lyytinen, H., Erskine, J., Tolvanen, A., Torppa, M., Poikkeus, A.-M., & Lyytinen, P. (2006). Trajectories of reading development: A follow up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer Quarterly, 52, 514–546.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296.
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic mother-child book reading: A meta-analysis. Early Education and Development, 19, 7–26.
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education; A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79, 979–1008.
National Literacy Panel. (2008). Report of the National Literacy Panel: Developing early literacy: A scientific synthesis of early literacy development and implications for interventions. www.NIFL.gov
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. National Institute of Child Health and Human Development.
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290
OECD. (2013). Education at a glance. https://www.oecd-library.org/education/education-at-a-glance-2012_eag-2012-en; https://din-online.info/pdf/std1.pdf
Olstein, E., & Zuzovsky, R. (2004). Haknajat orjanut hakriaa beisrael: Mimtsaej hamexkar habenleumi beorjanut hakriaa [The attainment of reading literacy in Israel: PIRLS 2001 reading literacy assessment]. Ramot – Tel Aviv University. (Hebrew).
Ratzon, N. Z., Efraim, D., & Bart, O. (2007). A short-term graphomotor program for improving writing readiness skills of first grade students. American Journal of Occupational Therapy, 61, 309–405.
Rosenberg, M. (2004). Ready to read: A game kit preparing children to learn to read. Reading and Thinking. (Hebrew).
Sénéchal, M. (2006). Testing the home literacy model: Mother involvement in preschool is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59–87.
Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution of kindergartners’ writing to grade 1 literacy: A longitudinal study in Hebrew. Applied PsychoLinguistics, 21, 1–21.
Trabasso, T., & Wiley, J. (2005). Goal plans of action and inferences during comprehension of narratives. Discourse Processes, 39, 129–164.
Van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in story-sharing interventions. Psychology in the Schools, 45, 627–642.
Velthuijs, M. (2000a). Tsfardea beyom meyuxad meod [Frog on a very special day]. Zmora-Bitan.
Velthuijs, M. (2000b). Tsfardea hu tsfardea [Frog is frog]. Zmora-Bitan.
Velthuijs, M. (2000c). Tsfardea poxed [Frog is frightened]. Zmora-Bitan.
Whitehurst, et al. (1988). Accelerating language development through picture book reading. Developmental Psychology, 552–559.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Aram, D., Levin, I. (2022). Promoting Mother-Child Shared Book-Reading Interactions: The Direct and Delayed Effects of Different Dyadic Interventions. In: Levie, R., Bar-On, A., Ashkenazi, O., Dattner, E., Brandes, G. (eds) Developing Language and Literacy. Literacy Studies, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-030-99891-2_16
Download citation
DOI: https://doi.org/10.1007/978-3-030-99891-2_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-99890-5
Online ISBN: 978-3-030-99891-2
eBook Packages: EducationEducation (R0)