Mothers' attention-getting utterances during shared book reading: Links to low-income preschoolers' verbal engagement, visual attention, and early literacy

Resource Type: Reports & Papers
Author(s): Son, Seung-Hee; Tineo, Maria F.;
Date Issued: July/August 2016
Description: This study examined associations among low-income mothers' use of attention-getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N=51). Mother-child shared book reading sessions were videotaped and coded for each utterance, including attention talk, contextualized talk, de-contextualized talk, and print talk. Preschoolers' attention during book reading was assessed using two measures: verbal engagement by using a rating scale of preschoolers' involvement in book reading discussion and visual attention by coding visual gaze. Findings indicated that mothers' attention talk was positively associated with children's verbal engagement, while maternal print talk was associated with children's visual attention. Further, low-level maternal print talk was associated with higher early decoding scores of children when it was accompanied with high-level maternal attention talk. (author abstract)
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Funder(s): Clifford B. Kinley Trust
Journal Title: Infant and Child Development
Volume Number: 25
Issue Number: 4
Page Range: 259-282
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Parents & Families > Involvement In Child Care & Early Education > Parent-Child

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1522-7227 Paper
1522-7219 Online
Peer Reviewed: yes
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