PARENTAL GOALS FOR SHARED READING ACROSS THE PRIMARY GRADES

1
PARENTAL GOALS FOR SHARED READING ACROSS THE
PRIMARY GRADES

• Presented at the Annual CLLRNET Conference
• June 18-20 2006, Charlottetown, PEI

Diana Audet, Mary Ann Evans, Karen
Mitchell University of Guelph
2
What Does the Research Say About Parent-Child
Shared Book Reading?
3

• The role parents have in their childrens
  literacy development
• e.g., Beals De Temple 1993 Dickinson Tabors,
  1991 Evans, Shaw, Bell, 2000 Lee Croninger,
  1994 Roberts, Jurgens, Burchinal, 2005
  Weinberger, 1996

4

• The nature of the benefits of shared book reading
  between parent and child
• Which features of this interaction contribute the
  most to the development of various aspects of
  childrens literacy skills
• e.g., Hayden Fagan, 1983 Pellegrini, Brody,
  Sigel, 1985 Sénéchal, LeFevre, Hudson, Lawson,
  1996

5

• Parents vary in their interactions with their
  children during shared book reading
• e.g., Haden, Reese, Fivush, 1996 Hammett,
  VanKleeck, Huberty, 2003 Mansell, Evans,
  Hamilton-Hulak, 2005 Reese, Cox, Harte,
  McAnally, 2003
• These different interactions contribute in
  diverse ways and to varying degrees to childrens
  literacy development
• e.g., Bergin, 2001 DeTemple, 2001 Reese Cox,
  1999 Stoltz Fischel, 2003

6
What Dont We Know About Parent-Child Shared Book
Reading?
7

• What are the factors that influence how parents
  interact with their children?
• Or, why do parents display specific behaviours at
  specific points during shared book reading?
• What are the goals parents have for reading with
  their children and how do these goals shape the
  quality of the shared reading experience?

8
The Current Study
9

• To investigate the types of goals that parents
  have for reading with their children, and how
  these goals may change across the early school
  grades
• This will help inform our understanding of how
  parents choose books and elaborate on the text
  and pictures of books when reading with their
  child

10
Method
11

• Parents of 321 children from junior kindergarten
  through grade 3 rated items pertaining to various
  goals for shared reading (Shared Book Reading
  Goals Survey, Evans Williamson, 2003)
• These items reflect possible purposes parents
  might have for reading with their child

12

• Parents also completed the survey Approaches to
  Beginning Reading and Reading Instruction (ABRRI,
  Evans, Fox, Cremaso McKinnon, 2004)
• This was to determine whether their view of
  learning to read adhered more to a top-down or
  bottom-up perspective of reading development

13

• Top-Down Approaches
• Constructivist View Stress the importance of
  general world knowledge and general knowledge
  about textual and linguistic structures
• Bottom-Up Approaches
• Graphophonemic View Stress the automatic and
  efficient recoding of print into a phonological
  code in short term memory for processing of
  meaning

14
Results
15
Subsets of Goals

• A principal components analysis was conducted
  from which 5 subsets of goals emerged

16
Stimulation

• Items reflecting parents intentions to expand
  their childs world and expose them to a variety
  of facts, languages, genres, and ideas
• E.g., for my child to learn about people,
  places, and things to help develop my childs
  problem-solving abilities

17
Foster Reading

• Items reflecting parents intentions to help
  their child learn to read and to teach and
  monitor the development of their childrens
  literacy skills
• E.g., to help my child learn to read to help
  my child develop his/her vocabulary (learn new
  words)

18
Bond

• Items reflecting parents goals to share quality
  time with their child and to strengthen their
  relationship with their child
• E.g., to experience physical closeness with my
  child to share an activity that I enjoy with
  my child

19
Soothe

• Items relating to parents goals to soothe their
  child, help their child relax, and to prepare
  their child for bedtime
• E.g., to develop a predictable routine for
  bedtime to help soothe my child when he/she is
  upset

20
Entertainment

• Items reflecting intentions to increase their
  childs enjoyment of reading and interest in and
  respect for books
• E.g., for my child to enjoy hearing a good
  story to increase the chance that my child
  will later read books on his/her own for
  enjoyment

21
Effects of Grade and Type of Goals

• An ANOVA was conducted using the factors grade
  (JK, SK,1, 2, 3) and goal area (bond, soothe,
  foster reading, stimulation, enjoyment)
• No effect of grade on the parents ratings
• There was an effect of the types of goals on the
  ratings parents gave (plt.001)
• No interaction emerged between the grade level
  and goal subset

22
Goals Endorsed by Grade

• Paired samples t-tests were conducted to
  determine which goal subsets were significantly
  different from each other (plt.005 as a Bonferroni
  correction)
• When the data was collapsed across grades, all
  goal subsets were significantly different from
  each other, except bond and enjoyment. These 2
  goals were rated equally highly, and highest, at
  each grade

23
(No Transcript)
24

• For the parents of children in JK, grade 2 and
  grade 3, stimulate and soothe also did not differ
  and were ranked significantly lower from the
  others. Further, for the parents of children in
  JK, stimulation also did not differ from read
• For the parents of children in grade 1, foster
  reading was rated equally highly as bond and
  enjoyment and higher than stimulation and soothe

25
Top-Down vs. Bottom-Up Approaches to Reading

• Correlations were computed between the factors
  goal areas (bond, soothe, foster reading,
  stimulation, enjoyment) and the relative emphasis
  parents placed on reading as a top-down,
  constructivist process versus a bottom-up,
  graphophonemic skills-based process
• Emphasis was operationalized as the difference
  between these two ABBRI scores

26

• As parents increasingly endorsed a bottom-up
  view, fostering reading as a goal increased, and
  soothing and bonding as goals decreased. However
  these correlations were very modest, although in
  the expected directions

Correlations Between ABRI Scores and Goal
Areas stimulate read bond enjoy soothe ABRI -0.08
0 0.147 -0.134 0.004 -0.153 Sig.
(2-tailed) 0.153 0.009 0.017 0.943 0.006
Correlations Between ABRI Scores and Goal
Areas stimulate read bond enjoy soothe ABRI -0.08
0 0.147 -0.134 0.004 -0.153 Sig.
(2-tailed) 0.153 0.009 0.017 0.943 0.006
27
Summary
28
1

• The Shared Book Reading Goals Survey (Evans
  Williamson, 2003) produced 5 reliable subsets of
  goals. These reflect 5 general purposes parents
  may have for reading with their child.

29
2

• The importance parents place on these five
  general purposes for reading with their child
  appears to change in priority relative to the
  grade their child is in. Notably, in grade 1 when
  children are learning to read independently, the
  goal fostering reading increases in relative
  importance.

30
3

• While the relationships between views of reading
  on the ABBRI and goals for shared book reading
  were in the expected direction, they were modest
  and suggest that each of these areas of attitude
  might make contributions to how parents negotiate
  shared book reading with their child.

31
4

• In future research, the goal subsets of bond and
  enjoyment can be collapsed together. While these
  may represent two distinct types of purposes,
  they are not rated significantly different by the
  parents of children in any of the grades included
  in the study.

32

• Discussion
• Questions