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Alphabet Books: Relations between Aspects of Parent-Child Shared Reading, Children's Motivation, and Early Literacy Skills
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Bergman Deitcher, Deborah; Aram, Dorit; Itzkovich, Inbar – Reading Psychology, 2021
The study examined aspects of parent-child shared reading interactions of two Hebrew alphabet books, children's motivation to engage in early literacy activities, and how these variables relate to children's early literacy skills. Participants were 44 children (32 girls, 12 boys) aged 4.6 to 6.6 years (M = 5.6, SD = 0.54) and one parent (42…
Descriptors: Reading Strategies, Emergent Literacy, Reading Skills, Semitic Languages
Home Language and Literacy Environments and Early Literacy Trajectories of Low-Socioeconomic Status Chilean Children
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Mendive, Susana; Mascareño Lara, Mayra; Aldoney, Daniela; Pérez, J. Carola; Pezoa, José P. – Child Development, 2020
This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children's language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children…
Descriptors: Family Environment, Language Usage, Language Acquisition, Emergent Literacy
ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-Aged Deaf Children
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Allen, Thomas E. – Sign Language Studies, 2015
This article reports on a correlational study of language and home factors and their role in fostering the development of alphabetic knowledge among a national sample of 3-, 4-, and 5-year-old deaf children. A structural equation model was constructed and tested in an examination of the combined impacts of student age, finger-spelling ability, and…
Descriptors: American Sign Language, Finger Spelling, Family Environment, Interpersonal Communication
Letter Knowledge in Parent-Child Conversations
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Robins, Sarah; Treiman, Rebecca; Rosales, Nicole – Reading and Writing: An Interdisciplinary Journal, 2014
Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children's speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we…
Descriptors: Alphabets, Emergent Literacy, Parent Child Relationship, Interpersonal Communication
Parent-Child Conversations about Letters and Pictures
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Robins, Sarah; Treiman, Rebecca; Rosales, Nicole; Otake, Shoko – Reading and Writing: An Interdisciplinary Journal, 2012
Learning about letters, and how they differ from pictures, is one important aspect of a young child's print awareness. To test the hypothesis that parent speech provides children with information about these differences, we studied parent-child conversations in CHILDES (MacWhinney, 2000). We found that parents talk to their young children about…
Descriptors: Alphabets, Visual Aids, Parent Child Relationship, Interpersonal Communication
Implementing Speech Supplementation Strategies: Effects on Intelligibility and Speech Rate of Individuals with Chronic Severe Dysarthria.
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Hustad, Katherine C.; Jones, Tabitha; Dailey, Suzanne – Journal of Speech, Language, and Hearing Research, 2003
A study compared intelligibility and speech rate differences following speaker implementation of 3 strategies (topic, alphabet, and combined topic and alphabet supplementation) and a habitual speech control condition for 5 speakers with severe dysarthria. Combined cues and alphabet cues yielded significantly higher intelligibility scores and…
Descriptors: Adult Education, Adults, Audiences, Augmentative and Alternative Communication