Journal article
Shared storybook reading with children at family risk of dyslexia
- Abstract:
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Background: Shared storybook reading is an important context for language learning and often constitutes young children’s first encounter with the printed word. The quality of early shared reading interactions is a known predictor of language and reading development, but few studies have examined these interactions in children at family risk of dyslexia.
Methods: This exploratory study describes the quality of shared storybook reading between mothers and their 3- to 4-year-old children at family risk of dyslexia (FR; n=18) in comparison with dyads with no family history of dyslexia (no-FR; n=13). Mother-child interactions while sharing a familiar and an unfamiliar storybook were coded for type of extra-textual talk (meaning-related talk at the concrete and abstract levels; print-related talk) and affective quality. Maternal and child language and literacy skills were considered as potential correlates of shared reading quality.
Results: The linguistic and affective quality of shared reading was broadly comparable across FR and no-FR dyads with large within-group variation. Mothers contributed more concrete meaning-related talk when introducing an unfamiliar book to their children; children contributed more extra-textual talk overall when sharing a familiar book. Maternal language, but not reading, skills, were related to the linguistic quality of shared reading. The affective quality of reading interactions was rated more highly in dyads where mothers and children had stronger language skills.
Conclusions: These results suggest that the quality of shared reading does not vary systematically as a function of children’s risk of dyslexia, but is related to maternal language skills. This finding needs to be replicated in a larger sample in order to better understand the risks and protective factors associated with dyslexia.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, 5.4MB, Terms of use)
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- Publisher copy:
- 10.1111/1467-9817.12375
Authors
- Publisher:
- Wiley
- Journal:
- Journal of Research in Reading More from this journal
- Volume:
- 44
- Issue:
- 4
- Pages:
- 859-881
- Publication date:
- 2021-09-13
- Acceptance date:
- 2021-08-01
- DOI:
- EISSN:
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1467-9817
- ISSN:
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0141-0423
- Language:
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English
- Keywords:
- Pubs id:
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1190425
- Local pid:
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pubs:1190425
- Deposit date:
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2021-08-11
Terms of use
- Copyright holder:
- Hamilton et al.
- Copyright date:
- 2021
- Rights statement:
- © 2021 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
- Licence:
- CC Attribution (CC BY)
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