The present study aimed to examine the effects of the Quality Book Reading (NIKO) Early Intervention Program on Turkish mothers of children with Down syndrome aged between 2 and 6 years and their children. The research was conducted using the convergent parallel mixed design with 17 mother-child dyads determined by random assignment. Nine…

Initiating conversations and responding to initiations of others via gestural and verbal means are prerequisites for participating in Early Childhood Education and Care (ECEC) interactions. However, research to date has not addressed the multimodal initiations and responses of young second language learners (SLLs) in natural ECEC settings. This…

This study examined the effect of dialogic reading intervention on improving the theory of mind of rural Chinese children. A 12-week-randomized controlled trial design with two intervention groups, i.e. school practice intervention (SPI), parent-involved intervention (PII), and one control group with traditional reading intervention (TRI) that…

This study explores children's agency in shared book reading sessions with parents and its relation to family literacy characteristics, parents' literacy practices with children and children's print knowledge. Research participants were 142 Czech children, ages 3-6, and their parents. Parents rated their children's agency and the attributes of the…

The study examined the efficacy of an intervention designed to promote self concept, representation of self and autobiographical memory among preschoolers during shared reading within a sample of 22 families from the low-SES background. The intervention is based on PRO approach and Bruner (1986) model to consider both aspects of stories content…

The purpose of this pilot study was to explore whether exposing pre-readers to an unfamiliar event in a brief, play-based, session would enhance comprehension of a story based on that event. Twenty-four typically developing participants (9 males; 15 females), aged 30-51 months (M = 39.13, SD = 6.02) were randomly assigned to free-play and…

This study examines how pre-readers' comprehension of story read-alouds is affected when story goal structure deviates from the canonical event. Forty children (30-59 months) were read stories in which there was either a match or mismatch between story and event goal structure. Children's content comprehension scores for the matched story (M =…

Children who receive copious amounts of language stimulation from caring adults are likely to develop strong language skills, whereas children who receive limited language stimulation may experience delays. Little is known about the language stimulation strategies that families prefer to use. This mixed-methods study investigated families'…

A Critical Discourse Analysis was used to examine the parents' social practice during shared storybook reading with young children (birth to eight-years-old). The methodology involved two phases: (1) educational databases were searched and (2) a template was developed and used to code the programmes' components and studies' research design.…

Sixty-five parent--infant dyads were observed reading an unfamiliar book at home. Parents' use of language-stimulating and emotionally rich reading styles was measured via a specially developed Book Sharing Scale for Infants. Aspects of child temperament were assessed by the Infant Characteristics Questionnaire [Bates, J. E., Freeland, C. A. B.,…

Many children in preschool have speech and language disorders and a poor communication development, and the need for support is extensive. The aim was to find out if and how reading aloud and storytelling could enhance children's communication development, the study was interactionistic. Eleven municipal preschools with 23 child units (573…

Parents engage in joint story book sharing where adults read an appropriate text to children, usually in the home environment. Story book sharing promotes the young children's development of receptive and expressive language abilities as well as their emerging early literacy abilities, which have an effect on the children's success in school-based…

This study examined the socio-demographic factors associated with trajectories of parental involvement in shared book reading and other home activities for children aged 2-6 years. The study uses data from 3836 families participating in "Growing up in Australia: The Longitudinal Study of Australian Children." Latent growth curve models…

This qualitative study examined a class of 20 five-year-old Korean children's literary sessions that were composed of whole-group read-alouds of fairy/folk tales and their parodies, including discussion and follow-up activities based on critical literacy practices. Over a 15-week period, multiple sources of data including observations, open-ended…

The purpose of this study was to examine the relations between parents' home literacy practices and the literacy skills of young children at risk for reading difficulties. Participants included 198 kindergarten and first-grade students and their parents. Children were enrolled in two Title I schools in an urban setting. Parents completed the…