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Gender differences in early childhoo...

Chestnut, Michelle.

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Gender differences in early childhood reading-related behaviors: Evidence from observation and survey of children's engagement in reading and reading interactions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gender differences in early childhood reading-related behaviors: Evidence from observation and survey of children's engagement in reading and reading interactions./
Author:	Chestnut, Michelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	65 p.
Notes:	Source: Masters Abstracts International, Volume: 56-01.
Contained By:	Masters Abstracts International56-01(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10162928
ISBN:	9781369177015

Gender differences in early childhood reading-related behaviors: Evidence from observation and survey of children's engagement in reading and reading interactions.
Chestnut, Michelle.

Gender differences in early childhood reading-related behaviors: Evidence from observation and survey of children's engagement in reading and reading interactions. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 65 p.

Source: Masters Abstracts International, Volume: 56-01.

Thesis (M.S.)--The University of Utah, 2016.

This study seeks to identify differences between preschool-aged boys and girls in their engagement in book browsing and book reading in a public library to investigate gender differences in early literacy and reading experiences. Sixty-eight child-caregiver dyads were observed in the children's area at five branches of the Salt Lake City Public Library System. Of this sample, 35 were girls and 33 were boys. Dyads were observed at various times of day (i.e., morning, early afternoon, late afternoon, evening, and weekend). Engagement was measured through time-sampled incidences of child book browsing and book reading. Using ANCOVA, the number and percentage of observed time intervals of each reading-related behavior of children in the library were analyzed to determine gender differences after controlling for age. Additional ANCOVA was conducted to analyze parent-reported reading behaviors at home so as to compare gender differences in book access, book reading, and shared reading interactions as observed versus reported. As observed in the library, girls were more involved in interactive browsing behaviors than boys and also spent a greater percentage of time in library on both general reading and shared reading. No gender differences were observed for verbatim reading, expanding discussion, or parents responding to child's talk. Girls were engaged for a higher percentage of time intervals over time spent in library reading in describing discussion and print referencing during shared reading. For parent-reported reading behaviors at home, girls were found to be more involved in reading discussion.

ISBN: 9781369177015Subjects--Topical Terms:

518817
Early childhood education.

Gender differences in early childhood reading-related behaviors: Evidence from observation and survey of children's engagement in reading and reading interactions.
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100 1 $a Chestnut, Michelle. $3 3289732
245 1 0 $a Gender differences in early childhood reading-related behaviors: Evidence from observation and survey of children's engagement in reading and reading interactions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 65 p.
500 $a Source: Masters Abstracts International, Volume: 56-01.
500 $a Adviser: SeungHee Claire Son.
502 $a Thesis (M.S.)--The University of Utah, 2016.
520 $a This study seeks to identify differences between preschool-aged boys and girls in their engagement in book browsing and book reading in a public library to investigate gender differences in early literacy and reading experiences. Sixty-eight child-caregiver dyads were observed in the children's area at five branches of the Salt Lake City Public Library System. Of this sample, 35 were girls and 33 were boys. Dyads were observed at various times of day (i.e., morning, early afternoon, late afternoon, evening, and weekend). Engagement was measured through time-sampled incidences of child book browsing and book reading. Using ANCOVA, the number and percentage of observed time intervals of each reading-related behavior of children in the library were analyzed to determine gender differences after controlling for age. Additional ANCOVA was conducted to analyze parent-reported reading behaviors at home so as to compare gender differences in book access, book reading, and shared reading interactions as observed versus reported. As observed in the library, girls were more involved in interactive browsing behaviors than boys and also spent a greater percentage of time in library on both general reading and shared reading. No gender differences were observed for verbatim reading, expanding discussion, or parents responding to child's talk. Girls were engaged for a higher percentage of time intervals over time spent in library reading in describing discussion and print referencing during shared reading. For parent-reported reading behaviors at home, girls were found to be more involved in reading discussion.
590 $a School code: 0240.
650 4 $a Early childhood education. $3 518817
650 4 $a Gender studies. $3 2122708
650 4 $a Reading instruction. $3 2122756
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710 2 $a The University of Utah. $b Family and Consumer Studies. $3 2144799
773 0 $t Masters Abstracts International $g 56-01(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10162928