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Shared Book Reading and English Learners' Narrative Production and Comprehension

by La Nette M. Urbin , González, Dahlia , Gámez, Perla B.

in Achievement Gains / Audio Equipment / Cartoons / Childhood / Coding / Constructivism / Developmental / Discourse analysis / Discussion strategies / Early childhood / English Language Learners / English language learners, English learners, English as a second language, English for speakers of other languages / First, second, etc., language (L1, L2, etc.) / General vocabulary / Home language / Kindergarten / Language development / Multiple Choice Tests / Narration / Narrative, narrative inquiry / Nonverbal Communication / Outcomes of Education / Practice, exposure, wide reading / Predictor Variables / Prompting / Reading Achievement / Reading Aloud to Others / Reading Comprehension / Reading Instruction / Reading Skills / Reading Tests / Retelling / Sociocultural / Spanish / Spanish Speaking / Story Reading / Teaching Methods / Text Structure / Video Equipment / Vygotskian

2017

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Shared Book Reading and English Learners' Narrative Production and Comprehension

by La Nette M. Urbin , González, Dahlia , Gámez, Perla B.

2017

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Shared Book Reading and English Learners' Narrative Production and Comprehension

by La Nette M. Urbin , González, Dahlia , Gámez, Perla B.

2017

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Journal Article

Shared Book Reading and English Learners' Narrative Production and Comprehension

La Nette M. Urbin,

González, Dahlia,

Gámez, Perla B.

2017

Overview

This study examined the relation between exposure to shared book reading and Spanish-speaking English learners' (ELs'; n = 102) narrative production and comprehension skills in kindergarten (mean age = 6.12 years). Audio- and videotaped book-reading sessions in Spanish were coded in terms of teachers' extratextual talk and gestures. Using a silent cartoon as a prompt, ELs' fall and spring story retellings in Spanish were transcribed, coded, and compared on micro- (e.g., word tokens) and macrostructure skills (story structure); story comprehension was assessed using multiple-choice questions. Results revealed that teachers' extratextual talk predicted ELs' narrative production (story structure) gains in the spring. Narrative comprehension gains were positively associated with teachers' gestures. Findings suggest a nonuniform influence of shared book reading on ELs' narrative skills, such that different features of the shared book-reading experience target specific skills.

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Publisher

Wiley Subscription Services, Inc,Wiley-Blackwell

Subject

/ Coding