Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-23T06:55:57.086Z Has data issue: false hasContentIssue false
  • English
  • Français

A longitudinal study of maternal interaction strategies during joint book-reading in Taiwan

Published online by Cambridge University Press:  06 December 2019

Chien-Ju CHANG  and
Ya-Hui LUO
Chien-Ju CHANG*
Affiliation:
National Taiwan Normal University, Taiwan
Ya-Hui LUO
Affiliation:
National Chi Nan University, Taiwan
*
*Corresponding author: Department of Human Development and Family Studies, National Taiwan Normal University, 162 He-Ping East Road, Section 1, Taipei106, Taiwan. Tel.: 886 -2-77341428; E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This longitudinal study examines change in maternal interaction strategies in Taiwanese mothers across time, and the synchronic and diachronic relationships between maternal interaction strategies and children's language and early literacy skills. Forty-two mother–child dyads participated in this study. Their interactions during joint book-reading were tape-recorded, transcribed, and analyzed when the children were fourteen, twenty-six, and thirty-six months of age. The children received a battery of language and early literacy tests when they were thirty-six months old. Findings showed that Taiwanese mothers adjusted their use of interaction strategies as their children grew. Maternal use of description, performance, prediction inference, and print-related talk were positively correlated with their children's language and literacy skills. Significant negative correlations were found between use of task-behavioral regulation strategy and text reading in mothers and their children's language performance. This study suggests that age-appropriate interaction strategies are important for children's language and early literacy development.

Keywords

childrenChineseearly literacyjoint book-readingmother–child interaction
Type
Articles
Information
Journal of Child Language , Volume 47 , Special Issue 2: The Influence of Input Quality and Communicative Interaction on Language Development Part 2 , March 2020 , pp. 401 - 417
Check for updates
Copyright
Copyright © Cambridge University Press 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I .A. (1985). Becoming a nation of readers. Washington, DC: National Institute of Education.Google Scholar
Barnes, E., & Puccioni, J. (2017). Shared book reading and preschool children's academic achievement: evidence from the Early Childhood Longitudinal Study-Birth cohort. Infant and Child Development, 26(6), e2035.CrossRefGoogle Scholar
Blitchington, W. P. (1978). Birth order and vocabulary development. Michigan Academician, 10(4), 433–42.Google Scholar
Britto, P. R., & Brook-Gunn, J. (2001). Beyond shared book reading: dimensions of home literacy and low-income African American preschoolers’ skills. New Directions for Child and Adolescent Development, 92, 73–89.CrossRefGoogle Scholar
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Bus, A. G., & van IJzendoorn, M. H. (1997). Affective dimension of mother–infant picture book reading. Journal of School Psychology, 35(1), 47–60.CrossRefGoogle Scholar
Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: a meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21.CrossRefGoogle Scholar
Chang, C., & Huang, C. (2016). Mother–child talk during joint book reading in two social classes in Taiwan: interaction strategies and information types. Applied Psycholinguistics, 37(2), 387–410.CrossRefGoogle Scholar
Chang, C., & Lin, J. (2006). Di shouru jiating qinzi gongdu duihua fenxi: tanhua neirong yu hudong leixing [Mother–child book-reading interactions in low-income families]. Journal of Taiwan Normal University: Education, 5(1), 185–212.Google Scholar
Chang, C., & Liu, H. (2011). Qinzi gondu yanjiu wenxian huigu yu zhanwang [Literature review of research on parent–child joint book reading in Taiwan]. Journal of Educational Psychology, 43, 315–36.Google Scholar
Chang, C., Luo, Y., & Wu, R. (2016). Origins of print concepts at home: print referencing during joint book reading interactions in Taiwanese mothers and children. Early Education and Development, 27(1), 54–73.CrossRefGoogle Scholar
Chen, C. Y. (2005). Guji Guji. Taipei, Taiwan: Hsin Yi.Google Scholar
Chen, H., & Chang, C. (2011). Zhidu ji wenzi taolun zhi gongdu fangshi dui youer ren zi de yingxiang [Print referencing strategy in shared book reading: effects on preschoolers’ word recognition]. Journal of Educational Psychology, 43(2), 377–96.Google Scholar
Chen, H., & Chang, C. (2013). Gongdu tongshu wenzi zhiyin celyue dui youer ren zi zhi yingxiang [Print referencing strategies in shared book reading: effects on preschoolers’ word recognition]. Journal of Educational Psychology, 45(2), 157–73.Google Scholar
Clay, M. M. (1985). The early detection of reading difficulties. Auckland, New Zealand: Heinemann Education Books.Google Scholar
Clay, M. M. (1989). Concepts about print in English and other languages. Reading Teacher, 42(4), 268–76.Google Scholar
DeLoache, J. S., & DeMendoza, O. A. P. (1987). Joint picture book reading of mothers and one-year-old children. British Journal of Developmental Psychology, 5, 111–23.CrossRefGoogle Scholar
De Temple, J. M. (2001). Parents and children reading books together. In Dickinson, D. K., Tabors, P. O., Smith, M. W., & Bredekamp, S. (Eds.), Young children learning at home and school: beginning literacy with language (pp. 31–51). Baltimore, MD: Brookes.Google Scholar
De Temple, J. M., & Beals, D. E. (1991). Family talk: sources of support for the development of decontextualized language skills. Journal of Research in Childhood Education, 6(1), 11–19.CrossRefGoogle Scholar
De Temple, J. M., & Tabors, P. O. (1996). Children's story retelling as a predictor of early literacy achievement. Paper presented at the 14th Biennial Meeting of the International Society for the Study of Behavioral Development, Quebec City, Quebec, Canada.Google Scholar
Dickinson, D. K., De Temple, J. M., Hirschler, J. A., & Smith, M. W. (1992). Book reading with preschoolers: co-construction of text at home and at school. Early Childhood Research Quarterly, 7(3), 323–46.CrossRefGoogle Scholar
Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test-Revised. San Antonio, TX: Pearson.Google Scholar
Fung, H. (1999). Becoming a moral child: the socialization of shame among young Chinese children. Ethos, 27, 180–209.CrossRefGoogle Scholar
Fung, H., Miller, P. J., & Lin, L. C. (2004). Listening is active: lessons from the narrative practices of Taiwanese families. In Pratt, M. W. & Fiese, B. E. (Eds.), Family stories and the life course: across time and generations (pp. 303–323). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Goodsitt, J., Raitan, J. G., & Perlmutter, M. (1988). Interaction between mothers and preschool children when reading a novel and familiar book. International Journal of Behavioral Development, 11(4), 489–505.CrossRefGoogle Scholar
Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), 330–50.CrossRefGoogle Scholar
Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9(3), 257–69.CrossRefGoogle Scholar
Justice, L. M., & Piasta, S. B. (2011). Developing children's print knowledge through adult–child storybook reading interactions: print referencing as an instructional practice. In Neuman, S. B. & Dickinson, D. K. (Eds.), Handbook of early literacy research (pp. 200–13). New York: Guilford.Google Scholar
Kato-Otani, E., & Chang, C. (2005). Book reading practices in three cultures: Japan, Taiwan, and the US. Paper presented at the Xth International Congress for the Study of Child Language, Berlin, Germany, July, 2005.Google Scholar
Lee, C., & Chang, C. (2018). Frequency and function of pointing during mothers and 14-month-old child shared book reading. Bulletin of Educational Psychology, 49(4), 663–81.Google Scholar
Lin, T. C. (2006). Ying Youer jiazhang shishi qinzi gongdu zhi diaocha yanjiu-yi Taizhong shi wei li [Research on joint book reading of parents with infants and toddlers: a case of Taichung City]. Unpublished master's thesis, Chaoyang University of Technology, Taichung, Taiwan. Online <https://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/ccd=DIdYd9/record?r1=53&h1=4>..' href=https://scholar.google.com/scholar?q=Lin,+T.+C.+(2006).+Ying+Youer+jiazhang+shishi+qinzi+gongdu+zhi+diaocha+yanjiu-yi+Taizhong+shi+wei+li+[Research+on+joint+book+reading+of+parents+with+infants+and+toddlers:+a+case+of+Taichung+City].+Unpublished+master's+thesis,+Chaoyang+University+of+Technology,+Taichung,+Taiwan.+Online+.>Google Scholar
Lonigan, C. J., Shanahan, T., & Cunningham, A. (2008). Impact of shared-reading interventions on young children's early literacy skills. In Developing Early Literacy: Report of the National Early Literacy Panel (pp. 153–71). Washington, DC: National Institute for Literacy.Google Scholar
Lovelace, S., & Stewart, S. R. (2007). Increasing print awareness in preschoolers with language impairment using non-evocative print referencing. Language, Speech, and Hearing Services in School, 38(1), 16–30.CrossRefGoogle ScholarPubMed
Lu, L., & Liu, H. (1998). Peabody Picture Vocabulary Test-Revised: Mandarin Chinese version. Taipei, Taiwan: Psychological Publishing.Google Scholar
Luo, Y., Snow, C. E., & Chang, C. (2012). Mother–child talk during joint book reading in low-income American and Taiwanese families. First Language, 32(4), 494–511.CrossRefGoogle Scholar
MacWhinney, B. (2000). The CHILDES Project: tools for analyzing talk. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Miller, P. J., Wiley, A. R., Fung, H., & Liang, C. (1997). Personal storytelling as a medium of socialization in Chinese and American families. Child Development, 68, 557–68.CrossRefGoogle ScholarPubMed
Mol, S., & Bus, A. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletion, 137(2), 267–96.CrossRefGoogle ScholarPubMed
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: a meta-analysis. Early Education and Development, 19(1), 7–26.CrossRefGoogle Scholar
Murase, T., Dale, P. S., Ogura, T., Yamashita, Y., & Mahieu, A. (2005). Mother–child conversation during joint picture book reading in Japan and the USA. First Language, 25, 197–218.CrossRefGoogle Scholar
Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children.Google Scholar
Ninio, A. (1980). Picture-book reading in mother–infant dyads belonging to two subgroups in Israel. Child Development, 51(2), 587–90.CrossRefGoogle Scholar
Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition device. Developmental Psychology, 19(3), 445–51.CrossRefGoogle Scholar
Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 1–15.CrossRefGoogle Scholar
Oshima-Takane, Y., Goodz, E., & Derevensky, J. L. (1996). Birth order effects on early language development: Do second born children learn from overheard speech? Child Development, 67(2), 621–34.CrossRefGoogle Scholar
Oshima-Takane, Y., & Robbins, M. (2003). Linguistic environment of second born children. First Language, 23(1), 21–40.CrossRefGoogle Scholar
Pentimonti, J., Justice, L., & Piasta, S. (2013). Sharing books with children. In Shanahan, T. & Lonigan, C. (Eds.), Early childhood literacy: The National Early Literacy Panel and beyond (pp. 117–34). Baltimore, MD: Paul H. Brookes.Google Scholar
Piasta, S. B., Dynia, J. M., Justice, L. M., Pentimonti, J. M., Kaderavek, J. N., & Schatschneider, C. (2010). Impact of professional development on preschool teachers’ print references during shared read alouds: a latent growth curve analysis. Journal of Research on Educational Effectiveness, 3(4), 343–80.CrossRefGoogle Scholar
Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C. S., Brookes-Gunn, J., Constantine, J., … Rodriguez, E. T. (2006). Mother–child bookreading in low-income families: correlates and outcomes during the first three years of life. Child Development, 77(4), 924–53.CrossRefGoogle ScholarPubMed
Rowe, M. L. (2013). Decontextualized language input and preschoolers’ vocabulary development. Seminars in Speech & Language, 34(4), 260–6.Google ScholarPubMed
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245–302.CrossRefGoogle Scholar
Sénéchal, M. (2006). Testing the home literacy model: parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10(1), 59–87.CrossRefGoogle Scholar
Sénéchal, M., Thomas, E., & Monker, J. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218–29.CrossRefGoogle Scholar
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children's cognitive and school competencies: six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485–502.CrossRefGoogle Scholar
Shen, C. (2004). Xiao xi xi [Smiling]. Taipei, Taiwan: Mike.Google Scholar
Silven, M., Ahtola, A., & Niemi, P. (2003). Early words, multiword utterances and maternal reading strategies as predictors of mastering word inflections in Finnish. Journal of Child Language, 30(2), 253–79.CrossRefGoogle ScholarPubMed
Snow, C. E., Arlman-Rupp, A., Hassing, Y., Jobse, J., Joosten, J., & Vorster, J. (1976). Mothers’ speech in three social classes. Journal of Psycholinguistic Research, 5(1), 1–20.CrossRefGoogle Scholar
Snow, C. E., & Goldfield, B. A. (1983). Turn the page please: situational-specific language acquisition. Journal of Child Language, 10(3), 551–69.CrossRefGoogle Scholar
Snow, C. E., Perlmann, R., & Nathan, D. (1987). Why routines are different: toward a multiple-factors model of the relation between input and language acquisition. In Nelson, K. & van Kleeck, A. (Eds.), Children's language (Vol. 6, pp. 65–97). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Snow, C. E., Tabors, P. O., & Dickinson, D. K. (2001). Language development in the preschool years. In Dickinson, D. K. & Tabors, P. O. (Eds.), Beginning literacy with language (pp. 1–25). Baltimore, MD: Paul H. Brookes.Google Scholar
Sorsby, A. J., & Martlew, M. (1991). Representational demands in mothers’ talk to preschool children in two contexts: picture book reading and a modeling task. Journal of Child Language, 18(2), 373–95.CrossRefGoogle Scholar
van Kleeck, A., Alexander, E. I., Vigil, A., & Templeton, K. E. (1996). Verbally modeling thinking for infants: middle-class mothers’ presentation of information structures during book sharing. Journal of Research in Childhood Education, 10, 101–13.CrossRefGoogle Scholar
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Wang, T. M. (2004). Youer zonghe fazhan ceyan zhidao shouce-xiuding ban [The Comprehensive Developmental Inventory for Infants and Toddlers (Revised)]. Taipei, Taiwan: National Taiwan Normal University.Google Scholar
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: a systematic review. Early Childhood Research Quarterly, 37(4), 39–57.CrossRefGoogle Scholar
Wheeler, M. P. (1983). Context-related age changes in mothers’ speech: joint book reading. Journal of Child Language, 10(1), 259–63.CrossRefGoogle ScholarPubMed
Wu, C., & Honig, A. S. (2010). Taiwanese mothers’ beliefs about reading aloud with preschoolers: findings from the parent reading belief inventory. Early Child Development and Care, 180(5), 647–69.CrossRefGoogle Scholar
Wu, C., & Honig, A. S. (2013). Taiwanese preschoolers’ emergent reading behaviors with an unfamiliar book. Early Child Development and Care, 183(10), 1486–507.CrossRefGoogle Scholar
Wu, R. J. (2008). Young Chinese children's knowledge about environmental print and the functions of print. Paper presented at AERA Annual Meeting, New York, March 2008.Google Scholar