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Effects of training parents of low s...

Morgan, Lindee Jeanne.

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Effects of training parents of low socioeconomic status to use decontextualized language in storybook reading on storybook interactions with their preschoolers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effects of training parents of low socioeconomic status to use decontextualized language in storybook reading on storybook interactions with their preschoolers./
Author:	Morgan, Lindee Jeanne.
Description:	137 p.
Notes:	Major Professor: Howard Goldstein.
Contained By:	Dissertation Abstracts International63-02B.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3042028
ISBN:	0493555730

Effects of training parents of low socioeconomic status to use decontextualized language in storybook reading on storybook interactions with their preschoolers.
Morgan, Lindee Jeanne.

Effects of training parents of low socioeconomic status to use decontextualized language in storybook reading on storybook interactions with their preschoolers. - 137 p.

Major Professor: Howard Goldstein.

Thesis (Ph.D.)--The Florida State University, 2002.

Decontextualized language refers to concepts and notions removed from the immediate context. School-age children of low socioeconomic status (SES) backgrounds often display difficulties using and understanding language that is decontextualized. Further, mothers of low SES have been found to demonstrate infrequent use of decontextualized language during storybook reading. A multiple baseline design across participants and behaviors investigated effects of teaching five parents of low SES to use decontextualized language in storybook reading with their preschool-age children. Specifically the study examined (1) whether mothers of low SES could be taught to use decontextualized language during storybook reading, (2) whether increases in maternal decontextualized language use resulted in similar child increases in decontextualized language use, (3) if changes in the content of talk during storybook reading resulted in increases in dyadic interaction, (4) how children responded to decontextualized questions posed by mothers during storybook reading, and (5) whether exposure to maternal decontextualized language resulted in generalized increases in decontextualized language skills for preschoolers of low SES. Mothers were taught to use three decontextualized language strategies: (1) Explanatory utterances (i.e., defining words and categories), (2) Interpretation utterances (i.e., prediction and character emotion), and (3) Text to Life utterances (i.e., connecting story content to child experience). Tapes of storybook reading sessions conducted in the home were analyzed for presence of decontextualized language use by mothers and children. Measures of dyadic interaction also were calculated. Mothers were able to learn decontextualized language strategies and to apply them during storybook reading. As a result of maternal use, children also increased usage of decontextualized language. Changes in the content of talk during storybook reading resulted in modest increases in dyadic interaction for dyads of low SES. Repeated language samples were collected during the intervention to assess changes in child use of decontextualized language. Preliminary evidence suggests that exposure to maternal decontextualized language during storybook reading results in improved child decontextualized language abilities.

ISBN: 0493555730Subjects--Topical Terms:

1017530
Education, Early Childhood.

Effects of training parents of low socioeconomic status to use decontextualized language in storybook reading on storybook interactions with their preschoolers.
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100 1 $a Morgan, Lindee Jeanne. $3 1252002
245 1 0 $a Effects of training parents of low socioeconomic status to use decontextualized language in storybook reading on storybook interactions with their preschoolers.
300 $a 137 p.
500 $a Major Professor: Howard Goldstein.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: B, page: 0766.
502 $a Thesis (Ph.D.)--The Florida State University, 2002.
520 $a Decontextualized language refers to concepts and notions removed from the immediate context. School-age children of low socioeconomic status (SES) backgrounds often display difficulties using and understanding language that is decontextualized. Further, mothers of low SES have been found to demonstrate infrequent use of decontextualized language during storybook reading. A multiple baseline design across participants and behaviors investigated effects of teaching five parents of low SES to use decontextualized language in storybook reading with their preschool-age children. Specifically the study examined (1) whether mothers of low SES could be taught to use decontextualized language during storybook reading, (2) whether increases in maternal decontextualized language use resulted in similar child increases in decontextualized language use, (3) if changes in the content of talk during storybook reading resulted in increases in dyadic interaction, (4) how children responded to decontextualized questions posed by mothers during storybook reading, and (5) whether exposure to maternal decontextualized language resulted in generalized increases in decontextualized language skills for preschoolers of low SES. Mothers were taught to use three decontextualized language strategies: (1) Explanatory utterances (i.e., defining words and categories), (2) Interpretation utterances (i.e., prediction and character emotion), and (3) Text to Life utterances (i.e., connecting story content to child experience). Tapes of storybook reading sessions conducted in the home were analyzed for presence of decontextualized language use by mothers and children. Measures of dyadic interaction also were calculated. Mothers were able to learn decontextualized language strategies and to apply them during storybook reading. As a result of maternal use, children also increased usage of decontextualized language. Changes in the content of talk during storybook reading resulted in modest increases in dyadic interaction for dyads of low SES. Repeated language samples were collected during the intervention to assess changes in child use of decontextualized language. Preliminary evidence suggests that exposure to maternal decontextualized language during storybook reading results in improved child decontextualized language abilities.
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