%0 Journal Article
%T Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy
%A Stephanie M. Curenton
%A Symonne Kennedy
%J ISRN Education
%D 2013
%R 10.1155/2013/936191
%X This study examined mother-child interactions across two types of reading interactions¡ªshared reading versus emergent reading¡ªin order to determine (a) if mothers and children provide the same amount of language input across the two interactions, (b) if the socioemotional quality is consistent across the interactions, and (c) if the language input and socioemotional quality across the two interactions are differentially associated with children¡¯s scores on early literacy assessments. Twenty-five mother-child dyads participated in both interactions. Children were given a standardized test of early reading and an emergent reading score based on a rubric designed particularly for the book they were reading. Results indicated that during the shared reading mothers provided more language input (i.e., they talked more), but children increased their amount of talk during the emergent reading, making such input effects null. Overall, socioemotional quality was consistent across the two interactions, except mothers provide more literacy feedback during shared reading. Both language input and socioemotional quality were associated with higher scores on early literacy assessments, but the contribution of these factors varied depending across the type of reading interaction. Results are discussed in terms of education implications for literacy practices at home and school. 1. Introduction Before young children can actually read, they possess a body of knowledge pertaining to reading and writing that teachers, developmental psychologists, and researchers refer to as early literacy skills. These skills include meaning-based and code-based skills related to vocabulary, morphosyntax, listening comprehension, print awareness, and phonological awareness (for a detailed discussion of skills see [1]). Early literacy skills are developed through repeated exposure to language and literacy activities at school and home, and two of the activities we explore in this study are typical shared reading and emergent reading. In this study, typical shared reading between a parent and child is characterized by a one-on-one interaction in which an adult reads a story to the child and encourages the child to be actively involved by asking questions and allowing him/her to share their ideas and opinions about the story. In comparison, we define emergent reading as a one-on-one interaction between a parent and child in which a child uses the pictures of book, along with what they remember about that book, to retell the story perhaps with guidance from the parent in the form of questions
%U http://www.hindawi.com/journals/isrn.education/2013/936191/