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Reading to Children and Listening to Children Read: Mother-Child Interactions as a Function of Principal Reader

机译：给孩子阅读和听孩子阅读：母子互动与主要读者的关系

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Research Findings: Although storybook reading has received considerable research attention, listening to children read has been the source of much less inquiry. In this study, 40 mother-child dyads were videotaped during adult-to-child and child-to-adult reading. Relations between book-related themes (e.g., types of talk), maternal evaluative feedback (e.g., praise, criticism), maternal miscue feedback (e.g., graphophonemic clues, terminal feedback), and child engagement (e.g., laughter, questions) were analyzed. The results suggest that the development of literacy appreciation and literacy skill can occur during the same storybook-reading session. Specifically, when mothers read to their children, communication about the illustrations was associated with increased child engagement, yet a positive correlation was also observed between text-related productions and child engagement. When children read to their mothers, text-related productions were featured more prominently. After children made reading errors (miscues), graphophonemic and terminal feedback were the 2 most frequent responses by mothers. In addition, graphophonemic cues were positively associated with child engagement. Practice or Policy: In sum, the results demonstrate that adult-to-child and child-to-adult reading serve the goals of both literacy acquisition training and literacy appreciation; furthermore, orienting children toward the text during either session did not hamper child engagement.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10409289.2011.578911
机译：研究结果：尽管故事书阅读受到了相当多的研究关注，但是听儿童阅读已成为减少探究的来源。在这项研究中，在成人对儿童和儿童对成人的阅读过程中，对40个母子二元组进行了录像。分析了与书本相关的主题（例如，谈话类型），母亲的评估反馈（例如，赞美，批评），母亲的错误反馈（例如，语音提示，终端反馈）和儿童参与度（例如，笑声，问题）之间的关系。结果表明，识字欣赏和识字技能的发展可以在同一本故事书阅读课程中发生。具体来说，当母亲朗诵给孩子看时，有关插图的交流与儿童参与度的提高有关，但与文本相关的作品与儿童参与度之间也存在正相关关系。当孩子们向母亲念书时，与文本相关的作品更加突出。在孩子犯了阅读错误（误读）之后，音素和终端反馈是母亲最常见的两种反应。此外，音素提示与儿童参与度呈正相关。实践或政策：总而言之，结果表明，成人对儿童和儿童对成人的阅读服务于扫盲培训和识字欣赏的目标；此外，在两个会话中将孩子定向为文本不会妨碍孩子的参与。查看全文下载全文相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook ，stumbleupon，digg，google，more“，发布号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10409289.2011.578911

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