1. The Effect of Text Genre on Parent
Use of Joint Book Reading Strategies
to Promote Phonological Awareness
Presenter: Chia-Ying Wu
Instructor: : Dr. Pi-Ying Hsu
Date: October 29, 2012
2. Citation
• Stadler, M. A., & McEvoy, M. A. (2003). The
effect of text genre on parent use of joint book
reading strategies to promote phonological
awareness. Early Childhood Research
Quarterly, 18, 502-512.
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5. Purpose
- to determine how parents interact with their
preschool children during joint book reading
activities when the stimuli, or specific text
features of picture books, was varied
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6. Literature review
• Most children learn phonological awareness
through interactions with their caregivers as
they talk and read with them.
(Adam, 1990; Teale, 1986; Wells,1985)
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7. Literature review
• The majority of studies of point book reading
have demonstrated a significant effect for
receptive and/or expressive vocabulary growth.
(Debaryshe,1993; Lonigan,1998; Whitehurst,1985;
Wells,1994; WhiTehurst et al., 1994)
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8. Hypotheses
H1: Would parents use a higher frequency and
greater variety of “word play” strategies,
when reading rhyming/alliteration books
than when reading storybooks?
H2: : Is this effect would be similar for parents of
children without language impairments
those with language impairments?
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11. Methodology
Participants
Without language impairments With language impairments
= 24 = 31 = = 12 =5
Age :54-66 Age: 55-65
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12. Methodology
participants
Without language impairments With language impairments
Average age: 34 Average age: 31
Education: 15 years Education: 13 years
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21. Result
Parents of typically developing children used significantly more phonological
awareness behaviors when reading the alphabet book, but not the narrative book.
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22. Result
Parents of children with language impairments talked as much about the content of both
book as did parents of children without impairments.
Parents of children with language impairments used fewer phonological awareness
reading behaviors than parents of typically developing children.
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23. Result
Hypotheses Supported
H1: Would parents use a higher frequency and greater variety of
“word play” strategies, when reading rhyming/alliteration books
than when reading storybooks?
H2: : Is this effect would be similar for parents of
children without language impairments
those with language impairments?
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24. Discussion
• The text genre affects reading behaviors.
• Parents rarely used important phonological
awareness behaviors when reading storybooks.
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25. Reflection
• The researcher only scored the parent
behaviors.
• This paper result can help parents
and teachers to choose and share
joint books to young children.
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