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Effects of Print Referencing Strategies during Joint Book Reading on Preschoolers’ Language Abilities and Reading Interest in Low SES Families
low socioeconomic families
parent child book reading
print referencing strategy
This study examined effects of print referencing strategies during joint book reading on preschoolers’ language abilities and reading interest in low SES families. The participates were enrolled in public kindergartens in Taipei City. A total of 20 preschoolers aged 5 to 6 years and their primary caregivers participated in this study. This study first conducted pretests on receptive vocabulary comprehension, print awareness, general word recognition, target word recognition, and reading interest. The parents and children were evenly assigned to two groups: the experimental group (i.e., word referencing strategy intervention group) and the control group (i.e., no intervention strategy group), 10 parent-child pairs in each group. The experimental group participated parent-child reading programs for 9 weeks, and they were asked to read 3 picture books. After the intervention, posttests of the children’s language abilities and reading interest were performed. The performance between the two groups of pretests and posttests was compared, and a checklist was used to analyze the parents’ reading behavior. The results of the present study are as follows: 1.The parents of the experimental group continued using print referencing strategies during intervention. 2.The experimental group received significantly higher scores in book and print concepts tests than those of the control group, and the parents in the control group had significantly more story discussion than the experimental group. 3.After participating in the print referencing strategy program, the performance of the experimental group in print awareness, general word recognition, target word recognition was improved significantly, while their receptive vocabulary ability and reading interest were not significantly different between the pretest and the posttest. According to the findings, suggestions were made for school teachers, parents and future research.
|Appears in Collections:||學位論文|
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