The effect of text genre on parent use of joint book reading strategies to promote phonological awareness |
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| Authors: | Marie A Stadler Mary A McEvoy |
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| Institution: | a School of Communicative Disorders, University of Wisconsin, 1901 4th Avenue, Stenvens Point, WI 54481, USA;b University of Minnesota, USA |
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| Abstract: | This study compared the rates of different types of joint book reading behaviors of parents of preschool children with and without language impairments using two different text genres. Participants included 72 preschool children between the ages of 51 and 70 months. Fifty-five children were typically developing and 17 were diagnosed with language impairments. Parent–child dyads were videotaped during periods of joint book reading using two different types of text (one alphabet-rhyming and one narrative). Results indicated parents rarely used reading behaviors known to enhance their preschoolers’ phonological awareness. However, when used, there was a significant difference between the two types of texts. The alphabet book elicited a higher rate of phonological awareness and print concept behaviors, while the narrative book resulted in parents using more content behaviors. In addition, the parents of typically developing children used more phonological awareness behaviors than the parents of children with language impairments. |
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| Keywords: | Language impairments Joint book reading Phonological awareness Print concepts Text genre |
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