PURPOSEThis study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to ...new books and social validity. METHODSA multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method. RESULTSFollowing the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support. CONCLUSIONThe adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
3.
Tá, tá movimentando Depexe, Sandra; Dos Santos Freitas, Marina Judiele
Comunicação, Mídia e Consumo,
08/2023, Volume:
20, Issue:
58
Journal Article
A partir da comunidade literária booktok esta pesquisa busca compreender como a apropriação da plataforma TikTok impacta a indústria editorial no Brasil. O objetivo é atentar como booktokers ...atualizam o conceito de leitura compartilhada na era digital repercutindo no consumo literário e em novas práticas de popularização da leitura. Metodologicamente, o estudo é exploratório de viés qualitativo, com inspiração na netnografia. Foram monitoradas as hashtags #fofocaliterária e #booktokbr, no período de dezembro de 2021 até julho de 2022, com a coleta de vídeos classificados pela plataforma como de maior relevância. Os resultados apontam para a diversidade de conteúdos e o papel de influência dos booktokers como agentes importantes para o mercado editorial.
The purpose of this study was to systematically vary the medium used for shared reading (digital versus print), the presence of an audio narration feature, and the inclusion of a character offering ...conversational prompts to identify their impact on parent-child language. In a randomized experimental design, 67 children (2.75–5.10 years old) shared a book with a parent twice. Built-in conversational prompts were effective in increasing the quantity and quality of extratextual language and conversation. There was no evidence that the book being digital in format nor having automatically-playing narration decreased language or conversation quality compared to reading the print version. Based on this study, it appears that carefully designed digital books, including those with narration, provide similar opportunities for engaging in high-quality shared reading as print books. Parents may wish to select digital books with built-in prompts to provide even greater opportunities and support for rich conversation.
•Parents and preschoolers had richer conversations when reading an e-book with built-in conversation prompts than without.•Extratextual conversations were similar when parents read the e-book aloud and when audio narration played automatically.•Parents and preschoolers spoke with similar quantity and quality when sharing digital and print versions of a book.•E-books with and without narration can provide similar opportunities for extratextual conversation as print books.•Parents and educators may wish to select e-books with built-in prompts to provide support for rich adult-child conversation.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Social‐cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown ...words are linked to a gendered protagonist or context information. In Experiment 1, 40 3‐ to 6‐year‐old preschoolers were read stories with either a gendered protagonist embedded within a non‐gendered context, or a non‐gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist’s gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Screen mediated shared reading (SMSR), which involves an adult reading a child a book through video-chat, is a recent development in shared reading. In this study, we investigated whether, as in ...in-person shared reading, children could learn new words from SMSR, and whether having a physical copy of the book to follow along with impacted children's novel word retention and engagement in this setting.
Three- to 5-year-old participants (
= 34) were read an 8-page rhyming, "Meet the Friendly Monsters" story by a researcher over Zoom, via screen sharing an e-version of the story used in previous studies. Participants were randomly assigned to one of two conditions: SMSR with or without a paper copy of the book to follow along with. The session was recorded to measure children's engagement behaviors during the reading. Novel word learning from the story was measured with both a multiple choice identification test and a monster naming test, both administered immediately after the initial reading, then re-administered 10-14 days later. Engagement during the SMSR sessions was measured every 30-s on a scale of 1 (low engagement) to 5 (high engagement), and then averaged for each child.
Results show that children overall performed slightly above chance on novel monster name retention from the SMSR. However, retention was not as strong as seen in other in-person shared reading studies using the same story. Additionally, while children remembered monster names with equal efficacy regardless of condition and level of engagement, there were still qualitative differences in the reading sessions depending on whether children had their own paper copy of the book to follow along with - in general, the 'with book' condition appeared to
the challenges posed to children's attention during SMSR, potentially making the word learning task more difficult.
The findings of this study have implications for how to approach shared reading with young children in new contexts with the use of emerging technology. We raise future research questions for a better understanding of best practices for screen mediated shared reading.
•A shared-reading intervention impacted teachers’ use of diverse vocabulary•It impacted teachers’ use of word explanations and multi-clause utterances•These changes in teacher talk quality explained ...variance in children's vocabulary•Teacher talk quality did not explain variance in children's syntactic comprehension
This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary and grammar skills were assessed pre- and post-intervention, with 7.4 months between the 2 assessments. We asked whether the intervention affected qualities of teacher talk hypothesized to impact children's language, and whether identified changes in teacher talk mediated child second-language vocabulary and grammar outcomes. Results revealed that by the end of the school year teachers in the intervention group demonstrated significantly higher quality in their talk during shared reading, assessed as diversity of word types, use of word explanations and ratio of multi-clause utterances. These differences in teacher talk quality explained variance in children's second-language vocabulary outcomes by the end of the intervention year, but not in their second-language syntactic comprehension.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
•COVID-19 boosts digital reading among families.•Urban and rural parents prioritize children's reading interests.•Urban parents lean on formal literacy; rural ones use digital tools ...cost-effectively.•Parental culture influences education views, shaped by policies and Confucian values.•Chinese HLE's complexity challenges urban-rural dichotomies, driven by socio-economic factors.
This research explored parental perspectives and engagement in the home literacy environment amid the backdrop of the COVID-19 pandemic. Utilizing a theoretical framework integrating Bronfenbrenner's Ecological Model and Bourdieu's Theory of Capital, the study conducted a case-study analysis involving eight parents, with reflexive thematic analysis applied to their interview data. The findings affirmed existing urban-rural literacy disparities while also shedding light on similar disparities in parental cultural capital. Further, the study revealed a more intricate reality of the Chinese home literacy environment, depicted as a multifaceted mosaic shaped by economic reforms, sociocultural shifts, and cross-generational influences. The evidence demonstrates that the formation and expression of cultural capital by individual parents are profoundly influenced by their socio-cultural contexts, leading to diverse home literacy practice. This suggests that the home literacy experience is intricately linked with various layers of socio-cultural contexts, revealing a dynamic and interconnected framework rather than a static or isolated view. This dynamic nature challenges the conventional notion propagated by large-scale quantitative projects, which tend to portray rural areas as inherently disadvantaged compared to urban areas. Instead, this study suggests that the home literacy environment holds the possibility to be conceptualized beyond simplistic urban-rural dichotomies, resisting an understanding of their relationship as comparable entities evaluated by quantifiable data. Therefore, this research underscores the importance of adopting ecologically comprehensive and culturally responsive approaches in promoting the Chinese home literacy environment. Furthermore, it calls for in-depth qualitative research to capture the vast and diverse facets of Chinese families, aiming not for conclusive definitions but rather for the exploration of alternative narratives that run parallel to each other.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Objective: In the United States, there are numerous ongoing efforts to remedy the Word Gap: massive differences in heardvocabulary for poor versus advantaged children during the first 5 years of ...life. One potentially important resource for vocabulary exposure is children's book reading sessions, which are more lexically diverse than standard caregiver-child conversations and have demonstrated significant correlational and causal influences on children's vocabulary development. Yet, nationally representative data suggest that around 25% of caregivers never read with their children. Method: This study uses data from 60 commonly read children's books to estimate the number of words that children are exposed to during book reading sessions. We estimated the total cumulative word exposure for children who are read to at varying frequencies corresponding to nationally representative benchmarks across the first 5 years of life. Results: Parents who read 1 picture book with their children every day provide their children with exposure to an estimated 78,000 words each a year. Cumulatively, over the 5 years before kindergarten entry, we estimate that children from literacy-rich homes hear a cumulative 1.4 million more words during storybook reading than children who are never read to. Conclusion: Home-based shared book reading represents an important resource for closing the Word Gap.
Abstract
Although it is well recognized that parent–child shared reading produces positive effects on children’s language ability, the underlying neurocognitive mechanisms are not well understood. ...Here, we addressed this issue by measuring brain activities from mother–child dyads simultaneously during a shared book reading task using functional near infrared spectroscopy hyperscanning. The behavioral results showed that the long-term experience of shared reading significantly predicted children’s language ability. Interestingly, the prediction was moderated by children’s age: for older children over 30 months, the more the shared reading experience, the better the language performance; for younger children below 30 months, however, no significant relationship was observed. The brain results showed significant interpersonal neural synchronization between mothers and children at the superior temporal cortex, which was closely associated with older children’s language ability through the mediation of long-term experience of shared reading. Finally, the results showed that the instantaneous quality of shared reading contributed to children’s language ability through enhancing interpersonal neural synchronization and increasing long-term experience. Based on these findings, we tentatively proposed a theoretical model for the relationship among interpersonal neural synchronization, shared reading and children’s language ability. These findings will facilitate our understanding on the role of shared reading in children’s language development.