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The Effects of Dialogic Reading on Mother–Child Dyads’ Shared English-Language Book Reading

김은주
외국어교육연구소 (Institute of Foreign Language Education)|2021.11|외국어교육연구 (Studies in Foreign Language Education)|제35권 제4호|pp. 25-46|DOI 10.16933/sfle.2021.35.4.25

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참고문헌

키워드

Dialogic readingEnglish-language book readingExtratextual talksShared book reading대화식 책 읽기영어책 읽기텍스트 외 말하기함께 책 읽기

초록

Shared book reading is an ideal channel for developing children’s vocabulary and assuring their future academic success. However, relatively little is known about how Korean-speaking mothers interact with their children when reading English-language books at home. In response, the current study aimed to investigate the effects of a home-based intervention involving dialogic reading (Whitehurst et al., 1988) on mother–child dyads’ shared English-language book reading. In the study, 18 Korean-speaking mothers and their 5 up to 7-year-old children shared two English-language picture books, and in between, there was an online pre-recorded video intervention. Afterward, the mothers’ speech was coded into sentence units and divided into 13 types of communication behaviors and 5 types of questions, followed by being transcribed verbatim into Child Language Data Exchange System (CHILDES) and analyzed in jamovi. Regarding the communication behaviors, the results revealed that simple questions, directives, repetition, feedback, and translation had large intervention effects; evaluation, follow-up, description, and labeling had moderate effects; and beginning and wrap-up had a small effect. As for the types of questions, recall and distancing prompts achieved significant intervention effects, whereas open-ended prompts had no effects whatsoever. Considering those results, this paper discusses some pedagogical implications of shared book reading for Korean-speaking mothers.

Abstract

Shared book reading is an ideal channel for developing children’s vocabulary and assuring their future academic success. However, relatively little is known about how Korean-speaking mothers interact with their children when reading English-language books at home. In response, the current study aimed to investigate the effects of a home-based intervention involving dialogic reading (Whitehurst et al., 1988) on mother–child dyads’ shared English-language book reading. In the study, 18 Korean-speaking mothers and their 5 up to 7-year-old children shared two English-language picture books, and in between, there was an online pre-recorded video intervention. Afterward, the mothers’ speech was coded into sentence units and divided into 13 types of communication behaviors and 5 types of questions, followed by being transcribed verbatim into Child Language Data Exchange System (CHILDES) and analyzed in jamovi. Regarding the communication behaviors, the results revealed that simple questions, directives, repetition, feedback, and translation had large intervention effects; evaluation, follow-up, description, and labeling had moderate effects; and beginning and wrap-up had a small effect. As for the types of questions, recall and distancing prompts achieved significant intervention effects, whereas open-ended prompts had no effects whatsoever. Considering those results, this paper discusses some pedagogical implications of shared book reading for Korean-speaking mothers.

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관련 논문AI추천

Korean Mothers’ Extratextual Talk and Questioning in Shared Book Reading김은주현대영어교육학회 · 현대영어교육2016 · 제17권 제2호Parent-Child Interactions in Book Reading and Narrative Skill for Prekindergarteners: Exploring “During” vs. “After” Book Reading Interactions박영희, Young-Suk Grace Kim한국유아교육학회 · International Journal of Early Childhood Education2015 · 제21권 제1호Text Comprehension in Early Childhood: Focusing on Parents’ Roles in Improving Young Children’s Text Comprehension김수정한국유아교육학회 · International Journal of Early Childhood Education2018 · 제24권 제1호The Relationship Between Parents’ Literacy Behaviors and Emergent Literacy Skills of Children in Multicultural and Non-multicultural Families김명순, 김지연한국유아교육학회 · International Journal of Early Childhood Education2021 · 제27권 제1호어머니의 책읽기 상호작용 유형이 영아의 초기 어휘발달에 미치는 영향이근영, 이지연, 장유경한국심리학회 산하 한국발달심리학회 · 한국심리학회지: 발달2004 · 제17권 제1호그림책을 활용한 부모-자녀 말놀이 프로그램이 책 읽기 상호작용, 만 4세 유아의 이야기 이해와 음운론적 인식에 미치는 효과노보람, 오태성, 최나야, 최지수인지발달중재학회 · 인지발달중재학회지2021 · 제12권 제1호

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