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Shared book reading using fictional ...

Baldwin, Charles Grattan.

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Shared book reading using fictional and informational texts: The effects of genre on interactive book reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Shared book reading using fictional and informational texts: The effects of genre on interactive book reading./
作者:	Baldwin, Charles Grattan.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734193
ISBN:	9781339227658

Shared book reading using fictional and informational texts: The effects of genre on interactive book reading.
Baldwin, Charles Grattan.

Shared book reading using fictional and informational texts: The effects of genre on interactive book reading. - 212 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2015.

This study assesses the impact of genre on shared book reading and identifies factors that maximize children's literacy development. It examined the physical and verbal interactions of eight parent-child dyads that include four boys and four girls, ages four and five. The dyads read two children's books, one non-narrative informational and the other narrative fictional.

ISBN: 9781339227658Subjects--Topical Terms:

518817
Early childhood education.

Shared book reading using fictional and informational texts: The effects of genre on interactive book reading.
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245 1 0 $a Shared book reading using fictional and informational texts: The effects of genre on interactive book reading.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Lesley Mandel Morrow.
502 $a Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2015.
520 $a This study assesses the impact of genre on shared book reading and identifies factors that maximize children's literacy development. It examined the physical and verbal interactions of eight parent-child dyads that include four boys and four girls, ages four and five. The dyads read two children's books, one non-narrative informational and the other narrative fictional.
520 $a The researcher videotaped shared book reading sessions and analyzed the sessions using the Adult/Child Interactive Reading Inventory (ACIRI) (DeBruin-Parecki, 2007). The ACIRI assesses the frequency with which parents and children use interactive reading techniques during shared book reading. A statistical analysis determined differences in interactive reading behaviors according to book genre. Further, using semi-scripted questions, the researcher asked participants about their reading behaviors and compared their experiences reading both books.
520 $a The ACIRI test total found the children engaged in significantly ( t (14) = 2.460, p = .027) more interactive reading behaviors during shared book reading with an informational text than with a fictional text. This difference had a large effect size (d = 1.135). Analysis shows that the informational text encourages more children's interactive reading behaviors that develop emergent literacy skills in comparison to the fictional text.
520 $a Qualitative analysis shows that informational book features such as pictures with captions, predictable texts, and a glossary support interactive reading behaviors. Further, children engage more with concrete, factual concepts and less with the inferred elements of the narrative text. The interviews with parents suggest parent preference is a major contributor to fiction's dominance at home. The inclusion of informational text for preschool children creates a condition that motivates the use of literacy behaviors, including expressive language, when compared to narrative and should be used more with young children.
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