Parental scaffolding of children's phonological awareness skills: interactions between mothers and their preschoolers with language difficulties.
This study examined mother-child verbal exchanges during phonological awareness (PA) tasks embedded into storybook reading sessions. The aims of the research were (a) to determine how mothers scaffolded their children's task performance, (b) to characterize the stability of maternal scaffolding over...
| Publicado en: | Communication Disorders Quarterly Vol. 25; no. 4; pp. 189 - 209 |
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| Autores principales: | , , |
| Formato: | CEU exam questions research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Summer2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106519240&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106519240 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15257401 9WH jtl: Communication Disorders Quarterly issn: 15257401 maglogo: N pubinfo: dt: Summer2004 vid: 25 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106519240 17403930 2009004017 10.1177/15257401040250040401 106519240 ppf: 189 ppct: 20 formats: fmt: @attributes: type: P tig: atl: Parental scaffolding of children's phonological awareness skills: interactions between mothers and their preschoolers with language difficulties. aug: au: Skibbe L Behnke M Justice LM affil: Preschool Language and Literacy Lab, Curry School of Education, University of Virginia, PO Box 400873, Charlottesville, VA 22904; les4f@virginia.edu sug: subj: Language Disorders Therapy Language Processing In Infancy and Childhood Mother-Child Relations Phonology In Infancy and Childhood Books Child, Preschool Coding Correlational Studies Descriptive Statistics Education, Continuing (Credit) Experimental Studies Language Tests Paired T-Tests Storytelling Teaching Methods Human Child, Preschool: 2-5 years ab: This study examined mother-child verbal exchanges during phonological awareness (PA) tasks embedded into storybook reading sessions. The aims of the research were (a) to determine how mothers scaffolded their children's task performance, (b) to characterize the stability of maternal scaffolding over four sessions, and (c) to study the relation between maternal scaffolds and children's developing PA competencies. Five mothers and their 4-year-old children with language difficulties read a storybook four times during a 1-week period. The storybook included nine questions (e.g., What sound does bear start with?) for mothers to ask their children to help them develop PA. Coding of maternal scaffold quantity and type, as well as children's task performance, was conducted to characterize scaffolding over time and to measure children's developing PA competence. Results showed that mothers used a variety of directive and responsive scaffolds to help their children perform the PA tasks but preferred phonological cues, which provided models of phonological concepts, and praise, which provided affirmation of performance. The three children of mothers who used more scaffolds overall and who decreased their scaffolds over sessions (including directives) were able to perform independently and accurately on more PA tasks at the end of four sessions than the other two children. We hypothesize that both directive and responsive scaffolds serve complementary purposes when used by mothers to scaffold children's PA learning. Clinical implications and future research directions are discussed. pubtype: Academic Journal doctype: CEU exam questions research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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