The SocioEmotional Quality of Home Book Reading Has an Impact on Early Literacy Skills of Preschoole

1
The Socio-Emotional Quality of Home Book Reading
Has an Impact on Early Literacy Skills of
Preschoolers Seung-Hee Son a
Beth Swearingen b Frederick J. Morrison
b Dept. of Child Development and Family Studies,
Purdue University a Dept. of Psychology,
University of Michigan b

• Method
• 42 3-year-old preschoolers and their parents
• 23.8 ethnic minority 7.1 ESL children 15.8
  years of mom edu

• Objectives
• Examination of the unique impact of
  socio-emotional quality of home book reading on
  preschoolers early literacy-related skills
• using multiple measurement of home book reading
• controlling for other aspects of book reading

• Associations b/w Socio-Emotional Quality and
  Early Literacy Skills
• The mean socio-emotional quality did not predict
  any variability in the intercept or growth rate
  of early literacy skills other than passage
  comprehension for PC slope, coefficient -.27,
  t(40) -2.18
• Unique association b/w SE quality and PC
• First, by controlling demographics and then
  aspects of book reading

• Book reading observation across 2 years
• Alphabet book Miss Bindergarten Gets Ready for
  Kindergarten
• Socio-emotional quality coded using Sonnenschein
  (2002)
• Reading expression
• Physical contact with child
• Readers appearance of involvement
• Childs appearance of involvement
• Reader sensitivity to childs engagement
• Reading discussion Non-Immediate talk
  Print-Related Talk (Letter, Sound, Word, Concept
  about Print)

• Frameworks
• Importance of home book reading
• Rich language and cognitive experiences for
  young children
• Impact on language and early literacy skills
• Specific book reading behaviors, in addition to
  verbatim reading of the text
• Discussing book reading Non-Immediate Talk
• Teaching of early literacy Letter, Sound, Word,
  Print Concept
• Socio-emotional aspects of book reading quality
• Not found as a unique predictor of early
  literacy skills (Leseman de Jong, 1998),
  although predicted motivation (Sonnenschein
  Munsterman, 2002)
• Impact of the socio-emotional quality of general
  mother-child play interactions
• on school readiness, achievement, IQ (Estrada
  et al., 1987).
• on language skills (Murray Yingling, 2000)
• Longitudinal perspectives in home book reading
• Changes in book reading discussion (van Kleeck,
  2003)
• Need for multiple measurements

• Child assessment WJ-III 4 times across two
  years
• Alphabet recognition, Letter-Word, Picture
  Vocabulary and Passage Comprehension

• Overall Growth of Literacy Skills
• 2-level growth modeling using HLM
• No substantial variability in slope was found in
  PV

• Hypotheses
• The socio-emotional quality of shared book
  reading might be a unique predictor of childrens
  semantic-related literacy skills
• Its impact may not be stronger than other
  learning characteristics of book reading

• Longitudinal Trends in Book Reading
• Non-Sig. change in Socio-Emotional Quality
  (13.02 ? 12.76)
• Sig. decrease in NIM (.16 ? .12)
• Sig. increase in Print-Related Talk (.12 ? .17)
• ? For changing measures, we intend to use
  measures of both time points for socio-emotional
  quality, mean score is used

• DISCUSSION
• Impact of the socio-emotional quality on
• Passage comprehension skills (semantic-related
  skills?)
• Possible mechanism SE quality ? engagement
  motivation for reading ? understand more, learn
  more?

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