Shared Reading Within Latino Families: An Analysis of Reading Interactions and Language Use

Storybook reading research with monolingual families suggests that adult strategies used during shared reading provide greater opportunities for children's verbal participation while facilitating their language and literacy skills. Research of this type with linguistic minority children is rela...

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Bibliographic Details
Published inBilingual research journal Vol. 30; no. 2; pp. 431 - 452
Main Authors Jiménez, Terese C., Filippini, Alexis L., Gerber, Michael M.
Format Journal Article
LanguageEnglish
Published Philadelphia Taylor & Francis Group 01.07.2006
National Association for Bilingual Education
Taylor & Francis Inc
Subjects
Caregivers
Children & youth
Childrens picture books
Critical thinking
Emergent Literacy
England (Reading)
Families & family life
Family Environment
Hispanic Americans
Intervention
Language Acquisition
Language Minorities
Language Skills
Language use
Linguistics
Listening comprehension
Literacy
Minority & ethnic groups
Minority Group Children
Monolingualism
Native languages
Parent Child Relationship
Parent Participation
Parent-child relations
Parents & parenting
Reading
Reading Research
Reading Strategies
Shared reading
Social interaction
Spanish language
Spanish Speaking
Story Reading
Teaching Methods
United Kingdom (Reading)
New York
United States > US
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Summary:Storybook reading research with monolingual families suggests that adult strategies used during shared reading provide greater opportunities for children's verbal participation while facilitating their language and literacy skills. Research of this type with linguistic minority children is relatively uncommon. In the present study, 16 primarily Spanish-speaking Latina/o caregivers and their 7- to 8- year-old children participated in a home-based reading intervention in the families' primary language. Parents were taught shared reading strategies based on Whitehurst and colleagues' (1988) Dialogic Reading. Results show increases in parents' strategy use and overall verbal participation. Further, measures of children's productive language and relative participation increased significantly. This pilot study has implications for further research and intervention utilizing shared storybook reading within linguistic minority populations.
Bibliography:ObjectType-Article-1
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ISSN:1523-5882
1523-5890
DOI:10.1080/15235882.2006.10162884