佳穎1029 v.4

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佳穎1029 v.4

  1. 1. The Effect of Text Genre on ParentUse of Joint Book Reading Strategiesto Promote Phonological Awareness Presenter: Chia-Ying Wu Instructor: : Dr. Pi-Ying Hsu Date: October 29, 2012
  2. 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. 3. Contents Introduction Literature review Methodology Result & Discussion Reflection 3
  4. 4. Introduction• The phonological awareness is the most critical emergent literacy skill. 4
  5. 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. 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. 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. 8. HypothesesH1: 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. 9. Rhyming Easy Rhyming Poems by Douglas King 9
  10. 10. AlliterationMacho Pursuits Sliding, slipping, gliding, tripping If ice skatings too exhilarating Try cake icing, its quite exciting Slapping, slopping, frosted topping. 10
  11. 11. Methodology Participants Without language impairments With language impairments = 24 = 31 = = 12 =5Age :54-66 Age: 55-65 11
  12. 12. Methodologyparticipants Without language impairments With language impairments Average age: 34 Average age: 31 Education: 15 years Education: 13 years 12
  13. 13. MethodologySetting• In a University Communication Disorders clinic• videotape 13
  14. 14. Methodology Storybook Alphabet-rhyming book 14
  15. 15. MeasuresDemographic questionnaire 1. Child’s birth date:___ 2. Gender: □boy □girl 3. Name:_______ 4. Age: ________ 5. Relationship: _______ 6. Language: ________ 15
  16. 16. MeasuresParent behaviors• Content verbal/non-verbal characters events setting 16
  17. 17. MeasuresParent behaviors• form phonological awareness letter rhyme 17
  18. 18. MeasuresParent behaviors• form print concepts letter word 18
  19. 19. MeasuresParent behaviors• form book concepts page read 19
  20. 20. ProceduresThe parents need to read four books for theirchildren. alphabet storybooks books 20
  21. 21. ResultParents of typically developing children used significantly more phonologicalawareness behaviors when reading the alphabet book, but not the narrative book. 21
  22. 22. ResultParents of children with language impairments talked as much about the content of bothbook as did parents of children without impairments.Parents of children with language impairments used fewer phonological awarenessreading behaviors than parents of typically developing children. 22
  23. 23. Result Hypotheses SupportedH1: 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. 24. Discussion• The text genre affects reading behaviors.• Parents rarely used important phonological awareness behaviors when reading storybooks. 24
  25. 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. 26. Thanks for listening. 26

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