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Exploring the Role of Language, Home Literacy Environments, and Emotions During Parent-Child Shared Reading Interactions.

Daniela. Avelar ProQuest Information and Learning Co.; University of Delaware. School of Education. 2021

Dissertations Abstracts International 83-03A.

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  • Title:
    Exploring the Role of Language, Home Literacy Environments, and Emotions During Parent-Child Shared Reading Interactions.
  • Author: Daniela. Avelar
  • ProQuest Information and Learning Co.; University of Delaware. School of Education.
  • Subjects: Education; Early childhood education; Parents & parenting; Vocabulary development; E-books; Emotions; Reading instruction; Educational psychology; Individual & family studies; Early literacy; Hispanic families; Home literacy environment; Parents; Shared book reading; Electronic books
  • Is Part Of: Dissertations Abstracts International 83-03A.
  • Description: Parents play a crucial role in shaping children's emergent literacy through shared book reading. Shared book reading can foster literacy acquisition, promote vocabulary development, and improve print awareness, phonological awareness, and story comprehension (e.g., Bus et al., 1995; De Temple & Snow, 2003; Mol et al., 2008; Snow et al., 1998). There is an abundance of research on the benefits of shared book reading for children's language and literacy skills, yet most focus on language and literacy outcomes for monolingual families. This three-paper dissertation addressed two gaps in the literature on shared book reading.The first gap addressed in Study 1 and Study 2 focuses on the need for more research on the reading interactions and practices in Hispanic families, specifically exploring the role that language plays in these interactions. Study 1 presents results from a new survey, the Spanish and English Reading Questionnaire (SER-Q), which was designed to examine parents' reading beliefs and practices during shared reading in English and Spanish. The SER-Q was used to explore how reading practices may differ depending on the language of the book and the language used during shared reading. A convenience sample of 94 Hispanic caregivers of 1- to 6-year-old children completed the 10-15-minute survey online or over the phone. Parents' reading frequency, feelings, and instruction during shared reading differed by mothers' level of education, the language used to communicate with the child, and the language of the book. These findings suggest that it is critical to examine demographics, parents' language use, and book language to understand the complex nature of reading interactions in Hispanic families.Study 2 used structural equation modeling to explore the relation between SES, language, home literacy environment (HLE), and children's scores on specific and global literacy outcomes. Hispanic children (N = 354) in kindergarten and first grade completed English l
  • Publisher: Thesis (Ph.D.)--University of Delaware, 2021.
  • Creation Date: 2021
  • Format: 1 online resource (204 pages)..
  • Language: English
  • Identifier: ISBN9798535569291
  • Source: NUTN ALEPH
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