1. The Effect of Text Genre on Parent
Use of Joint Book Reading Strategies
to Promote Phonological Awareness
Presenter: Chia-Ying Wu
Instructor: : Dr. Pi-Ying Hsu
Date: October 29, 2012

2. Citation
• 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.
2

3. Contents
Introduction
Literature review
Methodology
Result & Discussion
Reflection
3

4. Introduction
• The phonological awareness is the most
critical emergent literacy skill.
4

5. Purpose
- to determine how parents interact with their
preschool children during joint book reading
activities when the stimuli, or specific text
features of picture books, was varied
5

6. Literature review
• Most children learn phonological awareness
through interactions with their caregivers as
they talk and read with them.
(Adam, 1990; Teale, 1986; Wells,1985)
6

7. Literature review
• The majority of studies of point book reading
have demonstrated a significant effect for
receptive and/or expressive vocabulary growth.
(Debaryshe,1993; Lonigan,1998; Whitehurst,1985;
Wells,1994; WhiTehurst et al., 1994)
7

8. Hypotheses
H1: Would parents use a higher frequency and
greater variety of “word play” strategies,
when reading rhyming/alliteration books
than when reading storybooks?
H2: : Is this effect would be similar for parents of
children without language impairments
those with language impairments?
8

9. Rhyming
Easy Rhyming Poems by Douglas King
9

10. Alliteration
Macho Pursuits
Sliding, slipping, gliding, tripping
If ice skating's too exhilarating
Try cake icing, it's quite exciting
Slapping, slopping, frosted topping.
10

11. Methodology
Participants
Without language impairments With language impairments
= 24 = 31 = = 12 =5
Age :54-66 Age: 55-65
11

12. Methodology
participants
Without language impairments With language impairments
Average age: 34 Average age: 31
Education: 15 years Education: 13 years
12

13. Methodology
Setting
• In a University Communication Disorders clinic
• videotape
13

14. Methodology
Storybook Alphabet-rhyming
book
14

15. Measures
Demographic questionnaire
1. Child’s birth date:___
2. Gender: □boy □girl
3. Name:_______
4. Age: ________
5. Relationship: _______
6. Language: ________
15

16. Measures
Parent behaviors
• Content
verbal/non-verbal
characters events setting
16

17. Measures
Parent behaviors
• form
phonological
awareness
letter rhyme
17

18. Measures
Parent behaviors
• form
print concepts
letter word
18

19. Measures
Parent behaviors
• form
book concepts
page read
19

20. Procedures
The parents need to read four books for their
children.
alphabet
storybooks
books
20

21. Result
Parents of typically developing children used significantly more phonological
awareness behaviors when reading the alphabet book, but not the narrative book.
21

22. Result
Parents of children with language impairments talked as much about the content of both
book as did parents of children without impairments.
Parents of children with language impairments used fewer phonological awareness
reading behaviors than parents of typically developing children.
22

23. Result
Hypotheses Supported
H1: Would parents use a higher frequency and greater variety of
“word play” strategies, when reading rhyming/alliteration books
than when reading storybooks?
H2: : Is this effect would be similar for parents of
children without language impairments
those with language impairments?
23

24. Discussion
• The text genre affects reading behaviors.
• Parents rarely used important phonological
awareness behaviors when reading storybooks.
24

25. Reflection
• The researcher only scored the parent
behaviors.
• This paper result can help parents
and teachers to choose and share
joint books to young children.
25

26. Thanks for listening.
26