ebook img

THE EFFECTS OF PARENT-LED READ-ALOUDS OF NONFICTION PDF

273 Pages·2007·6.38 MB·English
by  
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview THE EFFECTS OF PARENT-LED READ-ALOUDS OF NONFICTION

ABSTRACT Titleofdissertation: THEEFFECTS OFPARENT-LEDREAD-ALOUDS OF NONFICTION BOOKS ONFIRST-GRADERS’ VOCABULARYACQUISITIONANDMOTIVATION TOREAD RebeccaApril Gibson,DoctorofPhilosophy,2007 Dissertationdirectedby: Dr.Mariam JeanDreher Department ofCurriculum and Instruction This studyinvestigatedtheeffects ofparent-ledinteractive read-alouds of nonfictionbooks onfirst-graders.Evidencesuggests that nonfictionread-alouds inthe classroom canimprovechildren’s vocabularyand motivationtoread.This studyuseda pre/post experimental designtoinvestigatewhetherparent-ledread-alouds canleadto similargains.Parents of first-gradestudents were invitedtoparticipateinthestudy.Half ofthepool ofinterested parents was randomlyassignedtotheinterventiongroup.The interventiongroupparents attendedatrainingsessiononhowtoengagetheirchildrenin interactiveread-alouds. Childrenofconsentingparents then had access to alending libraryof500+nonfictionbooks,containing10target books withselectedtarget vocabulary(32words). First-graders whoseparents werenot randomlyassignedtothe interventiongroup,becamethecontrol group.Control groupparents and childrenhad access toanidentical interventionafterdatawere collected. Treatment fidelitymeasures includedParent and ChildTitleRecognitionTests. Statisticallysignificant TimeXTreatment Interactioneffects werefoundforboththe Parent andChildTitleRecognitionTests.These findings indicatethat interventiongroup parents and childrenrecognizeda greaternumber oftarget books thancontrol group parents and childrenafter theinterventionoccurred. Receptiveand expressivemeasures ofthechildren’s knowledgeofthetarget vocabulary, as well as a motivationtoreadmeasure,wereusedtomeasure effects. Initial analyses showedthecontrol and interventiongroup wereequivalent onpretest measures.Theresults for thereceptivevocabularyshowedamaineffect for Time,with students inbothgroups increasinginreceptivevocabulary; howevertheTimeX Treatment Interactionwas not statisticallysignificant.Norwas the TimeX Treatment Interactionforthemotivationtoreadmeasurestatisticallysignificant.However,the analysis revealedastatisticallysignificant TimeX Treatment Interaction,withavery largeeffect size,forexpressivevocabulary.This findingindicates that theintervention group was abletoproducemoreaccurateverbal definitions oftarget vocabularyafterthe interventionthanthecontrol group.Thus, children’s expressivevocabularybenefited from parent-lednonfictionread-alouds. THEEFFECTS OFPARENT-LEDREAD-ALOUDS OFNONFICTION BOOKS ON FIRST-GRADERS’VOCABULARYACQUISITIONANDMOTIVATIONTOREAD by RebeccaA.Gibson Dissertation submittedtotheFacultyoftheGraduateSchool ofthe UniversityofMaryland, CollegeParkinpartial fulfillment oftherequirements forthedegreeof DoctorofPhilosophy 2007 AdvisoryCommittee: Dr.Mariam JeanDreher, Chair Dr. Linda Baker Dr.MarilynChambliss Dr.WayneSlater Dr.DeborahSpeece ii TABLEOFCONTENTS List ofTables.............................................................................................................v List of Figures............................................................................................................vii Chapter I. Introduction...........................................................................................1 PurposeoftheStudy......................................................................................1 Rationale........................................................................................................1 Statement oftheProblem...............................................................................8 Research Questions........................................................................................11 SignificanceoftheStudy...............................................................................11 Definitions ofKeyTerms..............................................................................11 Limitations oftheStudy.................................................................................16 Assumptions...................................................................................................17 Chapter II. Reviewofthe Literature....................................................................18 Theoretical Base.............................................................................................20 TheVygotskian Perspective..............................................................20 SchemaTheoryandthe“KnowledgeHypothesis”............................22 ReadingAttitudeAcquisitionandMotivationtoReadTheory.........23 VocabularyandtheRelationshipwithReadingAchievement......................24 Definitional Skill andVocabularyGrowth....................................................33 VocabularyAcquisition.................................................................................36 VocabularyTraining..........................................................................37 Incidental VocabularyAcquisition....................................................43 TheUseof NonfictionTexts withYoungChildren.......................................48 Parent Involvement and Children’s MotivationtoRead...............................56 Home LiteracyExperiences and Parent/Child InteractionDuringReading..58 SharedReadingExperiences andEffects onVocabularyAcquisition..........65 Summaryof LiteratureReviewed..................................................................86 Chapter III. Method...............................................................................................88 Research Design.............................................................................................88 Participants.....................................................................................................90 ImplementationProcedures...........................................................................91 Parent Training...................................................................................91 Pre-Testing.........................................................................................94 Intervention Period.............................................................................95 Post-Testing.......................................................................................97 Control GroupParticipation...............................................................98 Materials and Instruments..............................................................................98 Target Books......................................................................................98 Target Vocabulary..............................................................................101 VocabularyMeasures.........................................................................106 ReceptiveVocabularyMeasure.............................................106 ExpressiveVocabularyMeasure............................................107 iii MotivationtoRead Measure………………………………………...109 TitleRecognitionTests……………………………………………...111 Parent Home LiteracyQuestionnaire..................................................112 Parent Program EvaluationSurvey.....................................................113 DataAnalysis..................................................................................................114 Implications.....................................................................................................117 Chapter IV. Results.................................................................................................118 Initial Differences betweenGroups: Pretest Results .....................................118 VocabularyMeasures.....................................……………………….119 MotivationtoReadMeasure...............................................................120 Parent andChildRecognitionTests....................................................120 GroupEquivalenceAnalysis...............................................................122 Treatment FidelityMeasures..........................................................................122 Parent TitleRecognitionTest..............................................................123 ChildTitleRecognitionTest...............................................................127 BookClubResponseSlips..................................................................129 Check-inNotes....................................................................................130 Posttest Results: VocabularyMeasures...........................................................132 ReceptiveVocabularyMeasure..........................................................132 ExpressiveVocabularyMeasure: Verbal DefinitionProduction Task.....................................................................................................134 MotivationtoReadMeasure...........................................................................136 Parent Home LiteracyQuestionnaire..............................................................138 Parent Program EvaluationSurvey.................................................................141 Pearson Correlations amongPre andPost Test Measures…………………..143 SummaryofResults…………………………………………………………145 Chapter IV. Discussion..........................................................................................146 ChoiceofProblem.........................................................................................146 Research Question1: What Effects doParent-led InteractiveRead-alouds of Target NonfictionBooks HaveonSelectedTarget NonfictionVocabulary Acquisition? ..................................................................................................147 ReceptiveVocabularyMeasure.........................................................148 ExpressiveVocabularyMeasure........................................................150 Research Question2: What Effects doParent-led InteractiveRead-alouds of Target NonfictionBooks HaveonMotivationtoRead? ..............................153 DiscussionofResults ofTreatment FidelityMeasures.................................156 ResponseSlips...................................................................................156 “Check-in” Notes...............................................................................157 Parent andChildTitleRecognitionTests..........................................158 Parent Program EvaluationSurvey....................................................159 Implications forEducation.............................................................................159 Implications forResearch..............................................................................161 Limitations.....................................................................................................163 Conclusions....................................................................................................164 iv Appendix A: Intervention Parent Flyer......................................................................166 Appendix B: Control Parent Letter............................................................................167 Appendix C: Control Parent Consent Form...............................................................168 Appendix D: Parent TrainingVideoTranscript.........................................................171 Appendix E: Intervention Parent Consent Form........................................................174 Appendix F: Home LiteracyQuestionnaire...............................................................177 Appendix G: TitleRecognition Test..........................................................................178 Appendix H: Parent TrainingSession Information...................................................179 Appendix I: Assent Form...........................................................................................184 AppendixJ: Target Book Cycle Log.........................................................................186 Appendix K: Pilot Study............................................................................................192 Appendix L: ResponseSlip...................................................................................... 214 Appendix M: Week5andWeek10“checkin”NotetoParents...............................215 Appendix N: ReceptiveVocabularyMeasure(a-p).................................................. 216 Appendix O: ExpressiveVocabularyMeasure..........................................................240 Appendix P: MotivationtoReadMeasure................................................................243 Appendix Q: Parent Program EvaluationSurvey......................................................247 References..................................................................................................................249 v LISTOFTABLES 1.Parent TrainingSessionSchedule..........................................................................94 2.Treatment FidelityMeasures.................................................................................97 3.Target Books..........................................................................................................101 4.RelationshipofTarget Books,Target Vocabulary, andAssessment Task............103 5.Grade Level KnowledgeofTarget Words Accordingtothe LWV.......................106 6.RelationshipBetween Research Questions,Measures,and Analysis....................116 7.Means andStandardDeviations forReceptive VocabularyMeasureat Pretest.. 119 8.Means andStandardDeviations forExpressiveVocabularyMeasureat Pretest..120 9.Means andStandardDeviations forMotivationtoReadMeasureat Pretest……120 10.Means andStandard Deviations forC-TRTat Pretest………………………….121 11.Means andStandard Deviations forP-TRTat Pretest………………………….121 12.Means andStandard Deviations forParent TitleRecognitionTest Measure......124 13.ANOVAforParent TitleRecognitionTest.........................................................125 14.Means andStandard Deviations forChildTitleRecognitionTest Measure.......127 15.ANOVAforChildTitleRecognitionTest...........................................................128 16.Means andStandard Deviations forReceptive VocabularyMeasure.................132 17.ANOVAforReceptiveVocabularyMeasure......................................................133 18.Means andStandard Deviations forExpressiveVocabularyMeasure................135 19.ANOVAforExpressiveVocabularyMeasure....................................................136 20.Means andStandard Deviations forMotivationtoReadMeasure......................138 vi 21.ANOVAforMotivationtoReadMeasure...........................................................139 22.Parent Home LiteracyQuestionnaireResponses ................................................141 23.Parent Program EvaluationSurveyResponses....................................................143 24.PearsonCorrelations amongPreand Post Test Measures……………………...145 vii LISTOF FIGURES 1.Parent TitleRecognitionTest InteractionEffect……………………………………126 2.ChildTitleRecognitionTest Interaction Effect……………………………………..129 3.Verbal DefinitionProductionTask InteractionEffect………………………………137 1 Chapter I. Introduction Purposeof theStudy Thepurposeofthis studywas toinvestigatetheeffects ofparent-ledinteractive read-alouds ofnonfiction books onfirst-graders’vocabularyacquisitionandmotivation toread.Alargebodyof researchliteraturesuggests vocabularyknowledge is not onlya potent predictoroflinguisticability,but alsothat wordknowledgeis stronglyrelatedto readingcomprehension(Anderson &Freebody,1981; Purcell-Gates &Dahl,1991). Additionally,researchhas shownthat large-scale vocabularygrowthinchildrenis dueto learningincidentallyfrom oral andwrittencontexts (Nagy,Herman, &Anderson,1987; Nagy& Herman,1987; Sternberg,1987).Theuniquecontext ofnonfictionread-alouds appears tooffer arichopportunityforintroducingnewvocabulary,concepts,andtext structures tochildren (Smolkin&Donovan,2003).Evidencesuggests that nonfiction read-alouds intheclassroom canimprovechildren’s vocabularyandmotivationtoread. This studyusedapre/post experimental designtoinvestigate whetherparent-ledread- alouds canleadtosimilar gains. Rationale Whyshould educators be concernedwithvocabularyacquisition? Most importantly,it has been establishedbytheresearchcommunitythat vocabularygrowthis closelylinkedtoreadingproficiencyinparticular (Anderson & Freebody, 1981, Sternberg,1987) andtoschool achievement ingeneral (Walker, Greenwood,Hart, & Carta,1984; Wells,1987). Infact,Dickinson,Cote,andSmith(1993)have arguedthat if oneweretoselect asinglevariabletomeasure aspects ofchildren’s cognitivefunctioning

Description:
library of 500+ nonfiction books, containing 10 target books with selected target Initial analyses showed the control and intervention group were equivalent on pretest one were to select a single variable to measure aspects of children's
See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.