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Miscues and feedback during shared alphabet book reading: relations with child literacy skills and book features

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dc.contributor.advisor Evans, Mary Ann
dc.contributor.author Davis, Bronwen Jane
dc.date.accessioned 2020-08-24T15:54:28Z
dc.date.available 2020-08-24T15:54:28Z
dc.date.copyright 2008
dc.identifier.uri https://hdl.handle.net/10214/20556
dc.description.abstract Storybook reading research has demonstrated that parents employ particular styles in responding to their child's reading errors, and that these styles relate to literacy outcomes. Absent is a consideration of alphabet books. This study explored parent-child dyads reading an alphabet book to examine the errors children make, the nature of parental feedback, and whether miscues and feedback relate to literacy skills and to book features. Preliteracy skills were assessed in 52 non-literate senior kindergarten children. Parent-child dyads were audiotaped reading an alphabet book. Findings suggest that children use their literacy skill-base to guide them through an alphabet book. Parents appear to use alphabet books as a way of fostering their child's literacy. Type of miscue influenced parental feedback. Book features predicted miscue type. Findings highlight the need to consider the child's current skill-base, parent-child interactions, and book features to understand the role of alphabet books in early literacy development.
dc.language.iso en
dc.subject storybook
dc.subject reading
dc.subject parents
dc.subject style
dc.subject child
dc.subject reading errors
dc.subject literacy outcomes
dc.subject parent-child dyads
dc.subject parental feedback
dc.subject miscues
dc.subject feedback
dc.subject literacy skills
dc.subject book features
dc.subject parent-child interactions
dc.title Miscues and feedback during shared alphabet book reading: relations with child literacy skills and book features
dc.type Thesis
dc.degree.name Master of Arts
dc.degree.department Department of Psychology
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