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This study aims to explore (1) the interaction between infants and mothers (or caregivers) during book reading over time, (2) the effect of age, familiarity of books to infants, and communicative ability of infants on the interaction pattern of book reading, and (3) the relationship between family book reading practices as well as the interaction pattern during book reading and the infants’ later language and literacy performance. Forty-five infants and their mothers were recruited to join this project. They were visited at home when the infants were 14, 20, and 26 months old. The mothers were asked to read two books, one familiar and the other unfamiliar, with the infants, to answer questions about book reading practices at home, and to fill out a checklist about the communicative ability of the infants at each visit. The whole process of the interview was video and audio taped; the interaction during joint book reading was transcribed using the CHAT format and analyzed using the CLAN programs. The last visit will be scheduled when the infants are 38 months old. Children’s ability in emergent literacy and story comprehension will be assessed at the last visit. In view of sparse research on joint book reading in Taiwan, this study will enrich our knowledge about mother-infant interaction during book reading and on the effect of book reading experiences on infants’ language and literacy ability. Results of this project will provide important educational implications for early and family literacy programs.
|Appears in Collections:||教師著作|
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