Intergenerational Interactions Occurring Within a Shared Reading Program
Bibliographic Data
| ID | 6080600 |
|---|---|
| Authors | Margaret Macdonald (0000-0001-5849-3774, Simon Fraser University, corresponding author) |
| Year | 2006 |
| Volume | 3 |
| Issue | 4 |
| Pages | 45-61 |
| Publication date | 2006-01-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Intergenerational Relationships (JOURNAL) |
| Journal identifiers | ISSN: 1535-0770 • E-ISSN: 1535-0932 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1300/j194v03n04_04 |
| OpenAlex | W2132217804 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
In the following exploratory study the interaction patterns of 4 parent readers and 4 senior readers were investigated using grounded theory methodology during an intergenerational shared book reading program involving 16, 5 and 6 year old children.1 Data were collected during pilot, pre-program, program, and post-program conditions using open, axial and selective coding procedures leading to the identification of provisional categories and the central phenomenon of scaffolding. Scaffolding was defined as a query and response pattern initiated by the adult, and used to direct the child's focus of attention during the literacy act. This took place as part of a transactional process where the elements of (a) the book being read, (b) the child and (c) the volunteer reader were found to mutually condition each other. The qualities that the reader brought to the transaction tended to differ when comparing senior and parent readers. The main differences observed occurred in three clusters of (a) Timing, Responsiveness, and Pace, (b) Use of Expression, Colloquialisms, Articulationand (c) Gestures, Feedback Methodsand Range of Strategies. Within these categories, the pace of the senior readers was found to be slower than that of the parent aged readers. The senior readers also tended to use distinct pronunciation and did not use colloquialisms. They were also more inclined to use a wider range of supportive strategies. Both the senior readers and the parent readers were unaware of most of the strategies that they used to support the children. Further research on the question of the transactional process and the qualities brought to the shared reading experience by senior volunteer readers is required. Replication of the present study is suggested across a variety of conditions with different types volunteer readers and children
Developmental psychology · Linguistics · Literacy · Pace · Pedagogy · Shared reading · Transactional leadership · Child Development and Digital Technology · Parental Involvement in Education · Psychology · Reading and Literacy Development · Social Psychology
Basics of qualitative research
The development of thought
The Discovery of Grounded Theory
The achievement and antecedents of labelling
Joining Together in Literacy Learning
Family Literacy
Collaboration Between Teachers and Parents in Assisting Children's Reading
The Long Term Effectiveness of Parental Involvement in Reading
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,16 |
| Citation span | 2007 - 2014 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |