Cognitively challenging talk during shared reading
Effects of parent gender, child gender and relations with story comprehension
Bibliographic Data
| ID | 21722271 |
|---|---|
| Authors | Roel van Steensel (0000-0001-5682-3354, Erasmus University Rotterdam, corresponding author), Brenda Gouw (Erasmus University Rotterdam), Saskia Liefers (Department of Language, Culture, and Communication, Free University Amsterdam, Amsterdam, Netherlands), Tessa van Aspert (Department of Language, Culture, and Communication, Free University Amsterdam, Amsterdam, Netherlands) |
| Year | 2024 |
| Volume | 24 |
| Issue | 4 |
| Pages | 839-861 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1468-7984 • E-ISSN: 1741-2919 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14687984221082240 |
| OpenAlex | W4225146566 |
| Language | EN |
| Citations received | 5 |
| References cited | 43 |
Although research on the home literacy environment and its impact on early literacy has long focused on mothers, the past decade has seen a shift in scholarly attention to the role of fathers. Building on this shift, we examined whether the nature of parent–child interactions during shared storybook reading varies with parent gender, child gender and the interaction between the two, and we analysed whether possible differences in the nature of mother– and father–child interactions are related to story comprehension. We made video observations of mothers and fathers within 36 relatively highly educated families reading a storybook with their kindergartener (age 4 – 5) and registered the use of cognitively challenging (i.e. decontextualized) talk during these activities. After each shared reading session, we additionally administered a test assessing children’s understanding of the story being read. Two-way mixed ANOVA’s revealed no effects of parent gender or child gender on either the use of cognitively challenging talk or children’s story comprehension, nor did we find interaction effects of parent and child gender. The extent of cognitively challenging talk was significantly correlated to children’s comprehension scores for fathers, but not for mothers. This correlation seems to have masked another association, however: when correlations were computed separately for girls and boys, we found that the proportion of cognitively challenging utterances of both parents was correlated to comprehension scores for boys, but not for girls. The absence of parent gender effects provides further insights into the way mothers and fathers shape interactions during shared reading, but also stresses the need for studies with larger, more diverse samples. The observation that more frequent use of cognitively challenging talk was paralleled by better story comprehension for boys invites further research on the specific effects of shared reading for boys
Comprehension · Developmental psychology · Linguistics · Literacy · Reading comprehension · Child Development and Digital Technology · Parental Involvement in Education · Psychology · Reading and Literacy Development
The More, the Better? Quantitative and Qualitative Aspects of the Home Literacy Environment and Their Impact on Children’s Literacy Development
Input lingüístico de madres y padres y producción lingüística en niños y niñas de 3 años de edad durante el juego
It’s the talk that counts
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The joy of reading – Emirati fathers’ insights into shared reading with young children in a multilingual context
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Added Value of Dialogic Parent–Child Book Readings
Relations between socio‐cultural factors, the home literacy environment and children's literacy development in the first years of primary education
Families as Systems
Level of abstraction in parent–child interactions
Representational demands in mothers' talk to preschool children in two contexts
Patterns of parental vocabulary selection in speech to very young children
Who does the reading, who the talking? Low-income fathers and mothers in the US interacting with their young children around a picture book
Inferencing questions embedded in a children’s book help children make more inferences
The measurement of psychological androgyny
Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development
Answering the Call for a Standard Reliability Measure for Coding Data
Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile
A Comparison of Fathers’ and Mothers’ Talk to Toddlers in Low‐income Families
Low-income minority mothers’ and fathers’ reading and children's interest
Predictors and outcomes of low-income fathers’ reading with their toddlers
Measures of preschool children's interest and engagement in literacy activities
Fathers’ early contributions to children's language development in families from low-income rural communities
Fathers’ Shared Book Reading Experiences
The History of Research on Father Involvement
Assessing narrative comprehension in young children
Home Literacy
Relations of the home literacy environment (HLE) to the development of reading‐related abilities
Book reading styles in dual‐parent and single‐mother families
Gender-related traits and gender ideology
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |