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Parental Oral Reading Prosody During Shared Book Reading Experiences: Associations With Parental Language and Reading Skills and Parent-Child Conversational Interactions /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Parental Oral Reading Prosody During Shared Book Reading Experiences: Associations With Parental Language and Reading Skills and Parent-Child Conversational Interactions // Mercedes Caridad Valladares.
Author:	Valladares, Mercedes Caridad,
Description:	1 electronic resource (40 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-01.
Contained By:	Masters Abstracts International85-01.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30522718
ISBN:	9798379822668

Parental Oral Reading Prosody During Shared Book Reading Experiences: Associations With Parental Language and Reading Skills and Parent-Child Conversational Interactions /
Valladares, Mercedes Caridad,

Parental Oral Reading Prosody During Shared Book Reading Experiences: Associations With Parental Language and Reading Skills and Parent-Child Conversational Interactions /Mercedes Caridad Valladares. - 1 electronic resource (40 pages)

Source: Masters Abstracts International, Volume: 85-01.

Purpose: Parent-child shared reading is understood to serve as a particularly enriching platform for conversational interactions, one that has been repeatedly linked to children's language skills and subsequent reading abilities (Demir-Lira et al., 2019; Mol & Bus, 2011). Parent-based early intervention programs commonly target shared reading to bolster children's language development. However, these programs have yet to address the role of parental oral reading prosody, which may influence parent-child conversational interactions during shared reading. It has been shown that prosody in child-directed speech helps children's speech discrimination and word learning skills, however, the specific role of parental oral reading prosody remains understudied (Liu et al., Ma et al., 2011). In order to address this gap in the literature, the proposed research will examine whether parental oral reading prosody is associated with qualitative aspects of parent-child conversational interactions during shared book reading experiences. Additionally, this research will examine whether parental oral reading prosody is related to parental language and reading skills.Methods: The current study includes preliminary data from 13 parent-child dyads of preschool age children (4-5 years) as part of an ongoing study at Boston University. Parents were asked to read the children's book, Forget-Me-Not to their children, as they normally would at home.Parents also completed subtests from the Woodcock Johnson IV Tests of Oral Language (WJ-IV-OL) and the Woodcock Reading Mastery Test, 3rd Edition (WRMT III) to assess language and reading abilities. Acoustic quantification of parental oral reading prosody was then extracted from audio recordings of the shared reading experience using Praat. Prosodic elements of interest included mean fundamental frequency (f0), reading rate (in syllables per second) including and excluding pauses, the total pause duration, and the total number of pauses. The Systematic Analysis of Language Transcripts (SALT) program was used to measure qualitative aspects of the parent-child dyad extratextual conversational interactions occurring during the shared reading experience, which included total parent and child utterances, conversational turns, parent and child MLU in both word and morphemes, and parent and child mean length of conversational turns in words. Partial correlation analyses were then employed to examine parental oral reading prosody measures in relation to parent-child conversational interactions, controlling for parental education and reading skills, as well as parental language and reading skills, controlling for parental education.Results: Preliminary results revealed significant associations between timing aspects of parental oral reading prosody and parent-child conversational interactions during a shared reading experience, controlling for parental education and parent reading skills. Specifically, results revealed that parent reading rate (with and without pauses) was positively associated with parent and child mean length of utterance (MLU) in words and morphemes, as well as child mean turn length in words, controlling for parental education and reading ability. Additionally, results revealed significant negative associations between total pause duration and total pauses and parental language and reading scores, controlling for parental education.Conclusion: The present study reveals provisional links between parental oral reading prosody and parent-child conversational interactions during a shared reading experience, as well as parental language and reading abilities. Future research should examine these relationships further with a larger sample of parent-child dyads. The current study's preliminary findings carry implications for understanding ways to enrich parent-child conversational interactions during shared book reading experiences.

English

ISBN: 9798379822668Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Language

Parental Oral Reading Prosody During Shared Book Reading Experiences: Associations With Parental Language and Reading Skills and Parent-Child Conversational Interactions /
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245 1 0 $a Parental Oral Reading Prosody During Shared Book Reading Experiences: Associations With Parental Language and Reading Skills and Parent-Child Conversational Interactions / $c Mercedes Caridad Valladares.
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520 $a Purpose: Parent-child shared reading is understood to serve as a particularly enriching platform for conversational interactions, one that has been repeatedly linked to children's language skills and subsequent reading abilities (Demir-Lira et al., 2019; Mol & Bus, 2011). Parent-based early intervention programs commonly target shared reading to bolster children's language development. However, these programs have yet to address the role of parental oral reading prosody, which may influence parent-child conversational interactions during shared reading. It has been shown that prosody in child-directed speech helps children's speech discrimination and word learning skills, however, the specific role of parental oral reading prosody remains understudied (Liu et al., Ma et al., 2011). In order to address this gap in the literature, the proposed research will examine whether parental oral reading prosody is associated with qualitative aspects of parent-child conversational interactions during shared book reading experiences. Additionally, this research will examine whether parental oral reading prosody is related to parental language and reading skills.Methods: The current study includes preliminary data from 13 parent-child dyads of preschool age children (4-5 years) as part of an ongoing study at Boston University. Parents were asked to read the children's book, Forget-Me-Not to their children, as they normally would at home.Parents also completed subtests from the Woodcock Johnson IV Tests of Oral Language (WJ-IV-OL) and the Woodcock Reading Mastery Test, 3rd Edition (WRMT III) to assess language and reading abilities. Acoustic quantification of parental oral reading prosody was then extracted from audio recordings of the shared reading experience using Praat. Prosodic elements of interest included mean fundamental frequency (f0), reading rate (in syllables per second) including and excluding pauses, the total pause duration, and the total number of pauses. The Systematic Analysis of Language Transcripts (SALT) program was used to measure qualitative aspects of the parent-child dyad extratextual conversational interactions occurring during the shared reading experience, which included total parent and child utterances, conversational turns, parent and child MLU in both word and morphemes, and parent and child mean length of conversational turns in words. Partial correlation analyses were then employed to examine parental oral reading prosody measures in relation to parent-child conversational interactions, controlling for parental education and reading skills, as well as parental language and reading skills, controlling for parental education.Results: Preliminary results revealed significant associations between timing aspects of parental oral reading prosody and parent-child conversational interactions during a shared reading experience, controlling for parental education and parent reading skills. Specifically, results revealed that parent reading rate (with and without pauses) was positively associated with parent and child mean length of utterance (MLU) in words and morphemes, as well as child mean turn length in words, controlling for parental education and reading ability. Additionally, results revealed significant negative associations between total pause duration and total pauses and parental language and reading scores, controlling for parental education.Conclusion: The present study reveals provisional links between parental oral reading prosody and parent-child conversational interactions during a shared reading experience, as well as parental language and reading abilities. Future research should examine these relationships further with a larger sample of parent-child dyads. The current study's preliminary findings carry implications for understanding ways to enrich parent-child conversational interactions during shared book reading experiences.
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650 4 $a Curriculum development. $3 684418
653 $a Language
653 $a Pathology
653 $a Reading skills
653 $a Conversational interactions
653 $a Oral reading
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690 $a 0727
710 2 $a Boston University. $b Sargent College of Health and Rehabilitation Sciences SAR. $e degree granting institution. $3 3770557
720 1 $a Zuk, Jennifer M. $e degree supervisor.
773 0 $t Masters Abstracts International $g 85-01.
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