Reading and Writing

, Volume 23, Issue 1, pp 53–71 | Cite as

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment

  • Lori E. Skibbe
  • Amelia J. Moody
  • Laura M. Justice
  • Anita S. McGinty
Article

Abstract

The current study describes the storybook reading behaviors of 45 preschoolers [30 with language impairment (LI) and 15 with typical language (TL)] and their mothers. Each dyad was observed reading a storybook within their homes, and sessions were subsequently coded for indicators of emotional and instructional quality as well as for child participation. Mothers of children with LI showed lower levels of emotional support than mothers of children with TL, although all mothers exhibited similar quality of instruction. The two groups of children were equally enthusiastic about the book; however, children with LI were observed to be less compliant than children with TL and showed a trend to be less persistent. For the children with LI, participation in the book reading task was found to be high only when mothers’ behaviors were observed to be highly sensitive in nature, demonstrating the importance of exposing children to maternal behaviors that are responsive to their unique abilities and needs.

Keywords

Book reading Language impairment Mother–child interaction 

References

  1. Akhtar, N., Dunham, F., & Dunham, P. J. (1991). Directive interactions and early vocabulary development: The role of joint attentional focus. Journal of Child Language, 18(1), 41–49.CrossRefGoogle Scholar
  2. Atwater, J., Montagna, D., Creighton, M., Wiliams, R., & Hou, S. (1993). Circle-II: Code for interactive recording of caregiving and learning environments—infancy through early childhood. Kansas City, KS: Early Research Institute on Substance Abuse, Juniper Gardens Children’s Project.Google Scholar
  3. Beitchman, J., Brownlie, E., Inglis, A., Wild, J., Ferguson, B., Schachter, D., et al. (1996). Seven-year follow-up of speech/language impaired and control children: Psychiatric outcome. Journal of Child Psychology and Psychiatry, 37, 961–970.CrossRefGoogle Scholar
  4. Bishop, D. V. M., & Adams, C. (1990). A prospective of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027–1050.CrossRefGoogle Scholar
  5. Bowles, R., & Skibbe, L. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and Hearing Services in Schools, 37, 224–235.CrossRefGoogle Scholar
  6. Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.Google Scholar
  7. Cartwright, S. (2003). Where’s Rusty?. Saffron Hill, London: Usborne.Google Scholar
  8. Connor, D. B., & Cross, D. R. (2003). Longitudinal analysis of the presence, efficacy and stability of maternal scaffolding during informal problem-solving interactions. Journal of Developmental Psychology, 21, 315–334.CrossRefGoogle Scholar
  9. Conti-Ramsden, G., Hutcheson, G. D., & Grove, J. (1995). Contingency and breakdown: Children with SLI and their conversations with mothers and fathers. Journal of Speech and Hearing Research, 38, 1290–1302.Google Scholar
  10. 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.CrossRefGoogle Scholar
  11. Crawley, S. B., & Spiker, D. (1983). Mother–child interactions involving two-year-olds with Down syndrome: A look at individual differences. Child Development, 54, 1312–1323.CrossRefGoogle Scholar
  12. Crowe, L. (2000). Reading behaviors of mothers and their children with language impairment during repeated storybook reading. Journal of Communication Disorders, 33, 503–524.CrossRefGoogle Scholar
  13. Crowe, L., Norris, J., & Hoffman, P. (2000). Facilitating storybook interactions between mothers and their preschoolers with language impairment. Communication Disorders Quarterly, 21, 131–146.CrossRefGoogle Scholar
  14. Curenton, S. (2008). Appalachian children’s preliteracy skills: Influence of mothers’ education and beliefs about shared-reading interactions. Early Education and Development, 19(2), 1–23.Google Scholar
  15. Diaz, R. M., Neal, C. J., & Vachio, A. (1991). Maternal teaching in the zone of proximal development: A comparison of low- and high-risk dyads. Merrill-Palmer Quarterly, 37, 83–107.Google Scholar
  16. Doussard-Roosevelt, J. A., Joe, C. M., Bazhenova, O. V., & Porges, S. W. (2003). Mother–child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses. Development and Psychopathology, 15, 277–295.CrossRefGoogle Scholar
  17. Egeland, B., Weinfield, N., Hiester, M., Lawrence, C., Pierce, S., Chippendale, K., et al. (1995). Teaching tasks administration and scoring manual. Minneapolis, MN: University of Minnesota Institute of Child Development.Google Scholar
  18. Evans, M. A., & Schmidt, F. (1991). Repeated maternal book reading with two children: Language-normal and language-impaired. First Language, 11, 269–287.CrossRefGoogle Scholar
  19. Ezell, H. K., & Justice, L. M. (1998). A pilot investigation of parents’ questions about print and pictures to preschoolers with language delay. Child Language Teaching & Therapy, 14, 273–278.CrossRefGoogle Scholar
  20. Fewell, R. R., & Deutscher, B. (2004). Contributions of early language and maternal facilitation variables to later language and reading abilities. Journal of Early Intervention, 26, 132–145.CrossRefGoogle Scholar
  21. Fey, M. E., Cleave, P. L., & Long, S. H. (1997). Two models of grammar facilitation in children with language impairments: Phase 2. Journal of Speech, Language, and Hearing Research, 40, 5–19.Google Scholar
  22. Fletcher, K. L., & Jean-Francois, B. (1998). Spontaneous responses during repeated reading in young children from ‘at risk’ backgrounds. Early Child Development and Care, 146, 55–68.CrossRefGoogle Scholar
  23. Fujiki, M., Brinton, B., Morgan, M., & Hart, C. H. (1999). Withdrawn and sociable behavior of children with language impairment. Language, Speech, and Hearing Services in Schools, 30, 183–195.Google Scholar
  24. Girolametto, L., Verbey, M., & Tannock, R. (1994). Improving joint engagement in parent–child interaction: An intervention study. Journal of Early Intervention, 18, 155–167.CrossRefGoogle Scholar
  25. Hoff-Ginsberg, E. (1986). Function and structure in maternal speech: Their relation to the child’s development of syntax. Developmental Psychology, 22, 155–163.CrossRefGoogle Scholar
  26. Hontz-Hockenberger, E., Goldstein, H., & Haas, L. (1999). Effects of commenting during joint storybook reading by mothers with low SES. Topics in Early Childhood Special Education, 19, 15–27.CrossRefGoogle Scholar
  27. Hubbs-Tait, L., Culp, A. M. D., Culp, R. E., & Miller, C. E. (2002). Relation of maternal cognitive stimulation, emotional support, and intrusive behavior during Head Start to children’s kindergarten cognitive abilities. Child Development, 73, 110–131.CrossRefGoogle Scholar
  28. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337–374.CrossRefGoogle Scholar
  29. Justice, L. M., & Ezell, H. K. (2000). Stimulating children’s emergent literacy skills through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257–268.Google Scholar
  30. Justice, L. M., & Kaderavek, J. (2003). Topic control during shared storybook reading: Mothers and their children with mild to moderate language impairment. Topics in Early Childhood Special Education, 23, 137–150.CrossRefGoogle Scholar
  31. Kaderavek, J. N., & Sulzby, E. (1998). Parent–child joint book reading. American Journal of Speech-Language Pathology, 7, 33–47.Google Scholar
  32. Kaufman, A. S., & Kaufman, N. L. (1990). Kaufman brief intelligence test. Circle Pines, Minnesota: American Guidance Service, Inc.Google Scholar
  33. Kelley, J., Morriset, C., Barnard, K., Hammond, M., & Booth, C. (1996). The influence of early mother–child interaction of preschool child cognitive/linguistic outcomes in high social risk group. Infant Mental Health Journal, 17, 1–11.CrossRefGoogle Scholar
  34. La Paro, K. M., Justice, L. M., Skibbe, L. E., & Pianta, R. C. (2004). Relations between maternal, child, and demographic factors and the persistence of preschool language impairment. American Journal of Speech Language Pathology, 13, 291–303.CrossRefGoogle Scholar
  35. Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997). Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33, 1040–1053.CrossRefGoogle Scholar
  36. Lasky, E. Z., & Klopp, K. (1982). Parent–child interactions in normal and language-disordered children. Journal of Speech & Hearing Disorders, 47, 7–18.Google Scholar
  37. Lemanek, K. L., Stone, W. L., & Fishel, P. T. (1993). Parent–child interactions in handicapped preschoolers: The relation between parent behaviors and compliance. Journal of Clinical Child Psychology, 22, 68–77.CrossRefGoogle Scholar
  38. Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22, 306–322.CrossRefGoogle Scholar
  39. Main, M. (1983). Exploration, play, and cognitive functioning related to infant–mother attachment. Infant Behavior and Development, 6, 167–174.CrossRefGoogle Scholar
  40. Marvin, C., & Mirenda, P. (1993). Home literacy experiences of preschoolers enrolled in head start and special education programs. Journal of Early Intervention, 17, 351–367.CrossRefGoogle Scholar
  41. McCabe, P. C., & Meller, P. J. (2004). The relationship between language and social competence: How language impairment affects social growth. Psychology in the Schools, 41, 313–321.CrossRefGoogle Scholar
  42. McDonnell, S. A., Friel-Patti, S., & Rollins, P. R. (2003). Patterns of change in maternal–child discourse behaviors across repeated reading sessions. Applied Psycholinguistics, 24, 323–341.CrossRefGoogle Scholar
  43. Morrison, E. F., Rimm-Kaufman, S., & Pianta, R. C. (2003). A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school. Journal of School Psychology, 41, 185–200.CrossRefGoogle Scholar
  44. Morrow, L. M. (1988). Young children’s responses to one-to-one story reading in school settings. Reading Research Quarterly, 23, 89–107.CrossRefGoogle Scholar
  45. Newcomer, P., & Hammill, D. (1997). Test of language development-3 primary. Austin, TX: Pro-Ed.Google Scholar
  46. NICHD Early Child Care Research Network. (1999). Chronicity of maternal depressive symptoms, maternal sensitivity, and child functioning at 36 months. Developmental Psychology, 35, 1297–1310.CrossRefGoogle Scholar
  47. NICHD Early Child Care Research Network. (2002). The relation of global first grade classroom environment to structural classroom features, teacher, and student behaviors. The Elementary School Journal, 102, 367–387.CrossRefGoogle Scholar
  48. Pellegrini, A. D., Brody, G. H., & Sigel, I. E. (1985). Parents’ teaching strategies with their children: The effects of parental and child status variables. Journal of Psycholinguistics Research, 14, 509–521.CrossRefGoogle Scholar
  49. Pellegrini, A., McGillicuddy-DeLisi, A. V., Sigel, I. E., & Brody, G. H. (1986). The effects of children’s communication status and task on parents’ teaching strategies. Contemporary Educational Psychology, 11, 240–252.CrossRefGoogle Scholar
  50. Pianta, R. C., & Egeland, B. (1990). Life stress and parenting outcomes in a disadvantaged sample: Results of the mother–child interaction project. Journal of Clinical Child Psychology, 19, 329–336.CrossRefGoogle Scholar
  51. Pianta, R. C., & Harbers, K. L. (1996). Observing mother and child behavior in a problem-solving situation at school entry: Relations with academic achievement. Journal of School Psychology, 34, 307–322.CrossRefGoogle Scholar
  52. Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., et al. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child–teacher interactions? Applied Developmental Science, 9, 144–159.CrossRefGoogle Scholar
  53. Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother–child relationships, teacher–child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263–280.CrossRefGoogle Scholar
  54. Poikkeus, A., Ahonen, T., Närhi, V., Lyytinen, P., & Rasku-Puttonen, H. (1999). Language problems in children with learning disabilities: Do they interfere with maternal communication? Journal of Learning Disabilities, 32, 22–35.CrossRefGoogle Scholar
  55. Rabidoux, P. C., & MacDonald, J. D. (2000). An interactive taxonomy of mothers and children during storybook interactions. American Journal of Speech-Language Pathology, 9, 331–344.Google Scholar
  56. Redmond, S. M., & Rice, M. L. (1998). The socioemotional behaviors of children with SLI: Social adaptation or social deviance? Journal of Speech, Language, and Hearing Research, 41, 688–700.Google Scholar
  57. Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35, 20–28.CrossRefGoogle Scholar
  58. Rescorla, L., & Fechnay, T. (1996). Mother-child synchrony and communicative reciprocity in late-talking toddlers. Journal of Speech & Hearing Research, 39, 200–208.Google Scholar
  59. Roberts, R. N., & Barnes, M. L. (1992). ‘Let momma show you how’: Maternal–child interactions and their effects on children’s cognitive performance. Journal of Applied Developmental Psychology, 13, 363–376.CrossRefGoogle Scholar
  60. Roberts, J. E., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children’s language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345–359.CrossRefGoogle Scholar
  61. Rothbaum, F., Rosen, K., Pott, M., & Beatty, M. (1995). Early parent–child relationship and later problem behavior: A longitudinal study. Merrill-Palmer Quarterly, 41, 133–151.Google Scholar
  62. Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245–302.CrossRefGoogle Scholar
  63. Schneider, P., & Hecht, B. F. (1995). Interaction between children with developmental delays and their mothers during a book-sharing activity. International Journal of Disability, Development and Education, 42, 41–56.CrossRefGoogle Scholar
  64. Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade four reading comprehension, fluency, spelling and reading for pleasure. Scientific Studies of Reading, 10, 59–87.CrossRefGoogle Scholar
  65. Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T. L., Justice, L. M., Pence, K. L., & Bowles, R. P. (in press). Reading trajectories of children with language difficulties from preschool through grade five. Language, Speech, and Hearing Services in Schools. Google Scholar
  66. Skibbe, L. E., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the early literacy skills of preschoolers with specific language impairment. Early Education and Development, 19, 68–88.Google Scholar
  67. Stanton-Chapman, T., Justice, L. M., Skibbe, L. E., & Grant, S. L. (2007). Social and behavioral characteristics of preschoolers with specific language impairment. Topics in Early Childhood Special Education, 27, 98–109.CrossRefGoogle Scholar
  68. Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 407–418.Google Scholar
  69. Sulzby, E., & Teale, W. H. (1991). Emergent literacy. In R. Barr, M. Kammil, P. Mosenthal, & D. Pearson (Eds.), Handbook of reading research (2nd ed., pp. 727–757). New York: Longman.Google Scholar
  70. Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72, 748–767.CrossRefGoogle Scholar
  71. Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2- and 3-year-olds: Contributions to language and cognitive development. Child Development, 75, 1806–1820.CrossRefGoogle Scholar
  72. Tomblin, J. B., Records, N. L., & Zhang, X. (1996). A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research, 39, 1284–1294.Google Scholar
  73. van IJzendoorn, M. H., Dijkstra, J., & Bus, A. G. (1995). Attachment, intelligence, and language: A meta-analysis. Social Development, 4, 115–128.CrossRefGoogle Scholar
  74. van Kleeck, A., Gilliam, R. B., Hamilton, L., & McGrath, C. (1997). The relationship between middle class parents’ book sharing discussion and their preschoolers’ abstract language development. Journal of Speech and Hearing Research, 40, 1261–1271.Google Scholar
  75. Vander Woude, J., & Barton, E. (2001). Specialized corrective repair sequences: Shared book reading with children with histories of specific language impairment. Discourse Processes, 32, 1–27.CrossRefGoogle Scholar
  76. Wallace, I., Roberts, J., & Lodder, D. (1998). Interactions of African American infants and their mothers: Relations with development at 1 year of age. Journal of Speech, Language, and Hearing Research, 41, 900–913.Google Scholar
  77. Weinfield, N. S., Ogawa, J. R., & Egeland, B. (2002). Predictability of observed mother–child interaction from preschool to middle childhood in a high-risk sample. Child Development, 73, 543–582.CrossRefGoogle Scholar
  78. Whitehurst, G. J., Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., et al. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552–558.CrossRefGoogle Scholar
  79. Wilcox, M. J., Kouri, T. A., & Caswell, S. (1990). Partner sensitivity to communication behavior of young children with developmental disabilities. Journal of Speech and Hearing Disorders, 55, 679–693.Google Scholar
  80. Wilkinson, G. (1993). The wide range achievement test. Wilmington, DE: Wide Range, Inc.Google Scholar
  81. Yin, P., & Fan, X. (2001). Estimating r-squared shrinkage in multiple regression: A comparison of different analytical methods. Journal of Experimental Education, 69, 203–224.CrossRefGoogle Scholar
  82. Yont, K. M., Hewitt, L. E., & Miccios, A. W. (2002). ‘What did you say’?: Understanding conversational breakdowns in children with speech and language impairments. Clinical Linguistics & Phonetics, 16, 265–285.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Lori E. Skibbe
    • 1
  • Amelia J. Moody
    • 2
  • Laura M. Justice
    • 3
  • Anita S. McGinty
    • 4
  1. 1.Family & Child EcologyMichigan State UniversityEast LansingUSA
  2. 2.University of North CarolinaWilmingtonUSA
  3. 3.Ohio State UniversityColumbusUSA
  4. 4.University of VirginiaCharlottesvilleUSA

Personalised recommendations