Sharing information books with kindergartners: The role of parents' extra-textual talk and socioeconomic status

Suzanne E. Mol, Susan Neuman

Research output: Contribution to journalArticle

Abstract

The purpose of the study was to explore how features of parent-child extra-textual talk during information book-sharing might vary across different socioeconomic backgrounds, and to determine if certain interactional patterns might mediate their effects on children's receptive and expressive vocabulary development. Sixty parents and their 5-year-old children were audio-recorded reading an unfamiliar information book in their home. Holistic coding on six parent and two child engagement scales, examining low to high cognitive demanding talk was conducted. Results indicated that lexical richness and contingent responsiveness positively predicted receptive and expressive vocabulary. Further, contingent responsiveness appeared to mediate the influence of socioeconomic status on children's receptive and expressive vocabulary, suggesting that positive environmental contexts and supportive parent-child interactions can have a powerful influence on children's development.

Original languageEnglish (US)
Pages (from-to)399-410
Number of pages12
JournalEarly Childhood Research Quarterly
Volume29
Issue number4
DOIs
StatePublished - 2014

Fingerprint

Information Dissemination
Social Class
social status
parents
Parents
Vocabulary
vocabulary
Child Development
Reading
coding
interaction

Keywords

  • Family literacy
  • Information books
  • Parent-child interaction
  • Vocabulary

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Sharing information books with kindergartners : The role of parents' extra-textual talk and socioeconomic status. / Mol, Suzanne E.; Neuman, Susan.

In: Early Childhood Research Quarterly, Vol. 29, No. 4, 2014, p. 399-410.

Research output: Contribution to journalArticle

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