東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Engaging at -risk preschoolers durin...

Sutton, Margaret.

Linked to FindBook

Google Book

Amazon

博客來

Engaging at -risk preschoolers during storybook reading: Teacher and child antecedents.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Engaging at -risk preschoolers during storybook reading: Teacher and child antecedents./
Author:	Sutton, Margaret.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	149 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-05, Section: A.
Contained By:	Dissertations Abstracts International70-05A.
Subject:	Early childhood education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3322500
ISBN:	9780549723486

Engaging at -risk preschoolers during storybook reading: Teacher and child antecedents.
Sutton, Margaret.

Engaging at -risk preschoolers during storybook reading: Teacher and child antecedents. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 149 p.

Source: Dissertations Abstracts International, Volume: 70-05, Section: A.

Thesis (Ph.D.)--University of Virginia, 2008.

Storybook reading in preschool is associated with children's emergent literacy skills; however, the benefits children gain vary according to their ability to engage in the reading. Engagement is strongly related to reading achievement and successful interactions with peers and adults. Children that have trouble engaging often lack social competencies, face peer rejection, and experience language difficulty. This study examines external (teacher reading quality) and internal (children's language and literacy skills, social skills, and temperament) factors that influence children's engagement during storybook reading. Twenty Virginia preschool teachers serving at-risk children were observed reading to four-year-old children at the beginning and end of a school year. Teachers were rated on quality and children (n = 114) were rated separately for their engagement. The children were administered the Peabody Picture Vocabulary Test (PPVT), the Clinical Evaluation Language Fundamentals (CELF-Preschool 2), the Social Skills Rating System (SSRS) and the Child Behavior Questionnaire (CBQ - short version). It was found to be true; an increase in teacher quality has the effect of a significant linear relationship in child engagement. Data also showed that engagement scores were higher for those children with the highest language and literacy scores. But the evidence supporting the last two hypotheses was not forthcoming. However, the study of child characteristics, such as social, behavior, language, and literacy competencies, combined with external influences like teacher warmth, responsiveness and reading style, presents a complete picture in understanding a child's engagement during storybook reading.

ISBN: 9780549723486Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

At risk preschoolers

Engaging at -risk preschoolers during storybook reading: Teacher and child antecedents.
LDR:02933nmm a2200397 4500 001 2404696
005 20241216064804.5
006 m o d
007 cr#unu||||||||
008 251215s2008 ||||||||||||||||| ||eng d
020 $a 9780549723486
035 $a (MiAaPQ)AAI3322500
035 $a AAI3322500
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sutton, Margaret. $3 552522
245 1 0 $a Engaging at -risk preschoolers during storybook reading: Teacher and child antecedents.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Richards, Herbert C.
502 $a Thesis (Ph.D.)--University of Virginia, 2008.
520 $a Storybook reading in preschool is associated with children's emergent literacy skills; however, the benefits children gain vary according to their ability to engage in the reading. Engagement is strongly related to reading achievement and successful interactions with peers and adults. Children that have trouble engaging often lack social competencies, face peer rejection, and experience language difficulty. This study examines external (teacher reading quality) and internal (children's language and literacy skills, social skills, and temperament) factors that influence children's engagement during storybook reading. Twenty Virginia preschool teachers serving at-risk children were observed reading to four-year-old children at the beginning and end of a school year. Teachers were rated on quality and children (n = 114) were rated separately for their engagement. The children were administered the Peabody Picture Vocabulary Test (PPVT), the Clinical Evaluation Language Fundamentals (CELF-Preschool 2), the Social Skills Rating System (SSRS) and the Child Behavior Questionnaire (CBQ - short version). It was found to be true; an increase in teacher quality has the effect of a significant linear relationship in child engagement. Data also showed that engagement scores were higher for those children with the highest language and literacy scores. But the evidence supporting the last two hypotheses was not forthcoming. However, the study of child characteristics, such as social, behavior, language, and literacy competencies, combined with external influences like teacher warmth, responsiveness and reading style, presents a complete picture in understanding a child's engagement during storybook reading.
590 $a School code: 0246.
650 4 $a Early childhood education. $3 518817
650 4 $a Educational psychology. $3 517650
650 4 $a Curriculum development. $3 684418
653 $a At risk preschoolers
653 $a Preschoolers
653 $a Reading
653 $a Storybook reading
653 $a Teacher quality
690 $a 0518
690 $a 0525
690 $a 0727
710 2 $a University of Virginia. $3 645578
773 0 $t Dissertations Abstracts International $g 70-05A.
790 $a 0246
791 $a Ph.D.
792 $a 2008
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3322500