International Scholarly Research Notices

Research Article

Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy

Table 2

Socioemotional Quality Ratings.

(a) MOTHER’S RATINGS


Literacy feedback

Rating 5: When watching this mother, you get the sense that she is trying to “extend” her child’s understanding of the book by interpreting the book (e.g., the child says, “He’s riding in a blue car,” and the mom responds, “Yes, he is. Our car is blue too.” or “Yes, he is. What color is our car?”) or by explaining the book content for parts they think may be unclear to the child (e.g., “That’s a snowball” or “He is trying to sit in that little chair”). These mothers provide high-level feedback/elaboration to the questions and/or comments the children pose. Examples of high-level feedback include talking about the book after reading it, asking open-ended questions that prompt the child to predict what is going to happen, or making connections between the book and real life experiences.
Rating 3: These mothers do not explain or interpret the book. Instead, they might simply repeat what the child had said without extending or elaborating his/her comments at all (e.g., The child says, “He’s riding in a blue car,” and the mom responds, “Yes, he is riding in a blue car, isn’t he?”). These mothers provide low-level feedback/elaboration. Examples of low-level feedback are asking yes/no questions and/or closed-ended questions that prompt the child to label/locate pictures in the book.
Rating 1: These mothers do not ask questions or make comments, and they do not respond to the child’s comments about the book. These mothers do not provide any literacy feedback/elaboration during the interaction. They seem to be passively participating in the interaction. They may even seem to be ignoring the child (i.e., the child’s interest and/or comments about the book.

Balanced control

Rating 5: These mothers foster a balanced interaction because both the mother and child are equally contributing to the pace and agenda. There is the sense of a back-and-forth and turn-taking about the interaction.
Rating 3: These mothers are in control of the interaction. There is a sense of drill about this interaction (e.g., the mother asks a question; then the child responds; then the mother asks a question; then the child responds).
Rating 1: These mothers allow the child to set the pace and agenda of the task. These mothers seem to be passive observers during the interaction.

Redirection

Rating 5: These mothers use a variety of redirection techniques when the child becomes distracted. For example, they may redirect the child by drawing his/her attention to the book (e.g., “Oh, look what happened now.”) or by gentle directives that help the child direct their attention (e.g., “Listen, listen.” or “Look, at this page.”)
Rating 3: These mothers use criticism (“You are not being nice because you don't want to read”). This criticism can be done in a blatant and harsh manner or in a polite, sarcastic tone. These mothers may also use verbal discipline (“Sit down!”) or physical discipline to redirect the child (e.g., picking the child up and sitting him down if he walks away or by grabbing the child’s arm to make her turn around).
Rating 1: These mothers do not attempt to redirect their child; she does not employ any type of redirection strategies. These mothers do not attempt to manage the child’s behavior (e.g., they might ignore misbehavior or the child’s distraction).

(b) CHILDREN’S RATINGS


Task orientation

Rating 5: These children are interested in reading. They are on task. Markers of being on task include concentrating on the book and/or responding to the mother’s comments and questions. These children are looking at the book.
Rating 3: They sometimes seem disinterested in reading. These children are distracted. Markers of distraction are looking at the camera repeatedly or fidgeting. These children might be trying to stay on tasks, but it is hard for them to maintain concentration. These children sometimes look at the book and sometimes look away.
Rating 1: These children may refuse to become involved in the reading. These children are completely off task. Signs of being off task include getting up and moving around during the interaction or playing with a toy. These children never become focused on the task. These children are not looking at the book; instead, they are actively looking away.

Compliance

Rating 5: These children openly accept help from their mothers (e.g., turning the pages or holding the book together). When watching the dyad, you get the sense that the child is cooperating with the mother.
Rating 3: These children inconsistently accept help from the mother. Sometimes they accept her help, but other times they reject it. When watching this dyad, you get the sense that they are engaged in a tug-of-war or power struggle.
Rating 1: These children do not welcome help from the mother. These children may even be disobedient, aggressive, or whiny. When watching this dyad, you get the sense he/she is avoiding interacting with his/her mother.