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Engaging at -risk preschoolers during storybook reading : = Teacher and child antecedents.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Engaging at -risk preschoolers during storybook reading :/
Reminder of title:	Teacher and child antecedents.
Author:	Sutton, Margaret.
Description:	1 online resource (149 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 70-05, Section: A.
Contained By:	Dissertations Abstracts International70-05A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780549723486

Engaging at -risk preschoolers during storybook reading : = Teacher and child antecedents.
Sutton, Margaret.

Engaging at -risk preschoolers during storybook reading :Teacher and child antecedents. - 1 online resource (149 pages)

Source: Dissertations Abstracts International, Volume: 70-05, Section: A.

Thesis (Ph.D.)--University of Virginia, 2008.

Includes bibliographical references

Storybook reading in preschool is associated with children's emergent literacy skills; however, the benefits children gain vary according to their ability to engage in the reading. Engagement is strongly related to reading achievement and successful interactions with peers and adults. Children that have trouble engaging often lack social competencies, face peer rejection, and experience language difficulty. This study examines external (teacher reading quality) and internal (children's language and literacy skills, social skills, and temperament) factors that influence children's engagement during storybook reading. Twenty Virginia preschool teachers serving at-risk children were observed reading to four-year-old children at the beginning and end of a school year. Teachers were rated on quality and children (n = 114) were rated separately for their engagement. The children were administered the Peabody Picture Vocabulary Test (PPVT), the Clinical Evaluation Language Fundamentals (CELF-Preschool 2), the Social Skills Rating System (SSRS) and the Child Behavior Questionnaire (CBQ - short version). It was found to be true; an increase in teacher quality has the effect of a significant linear relationship in child engagement. Data also showed that engagement scores were higher for those children with the highest language and literacy scores. But the evidence supporting the last two hypotheses was not forthcoming. However, the study of child characteristics, such as social, behavior, language, and literacy competencies, combined with external influences like teacher warmth, responsiveness and reading style, presents a complete picture in understanding a child's engagement during storybook reading.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780549723486Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

At risk preschoolersIndex Terms--Genre/Form:

554714
Electronic books.

Engaging at -risk preschoolers during storybook reading : = Teacher and child antecedents.
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500 $a Source: Dissertations Abstracts International, Volume: 70-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ph.D.)--University of Virginia, 2008.
504 $a Includes bibliographical references
520 $a Storybook reading in preschool is associated with children's emergent literacy skills; however, the benefits children gain vary according to their ability to engage in the reading. Engagement is strongly related to reading achievement and successful interactions with peers and adults. Children that have trouble engaging often lack social competencies, face peer rejection, and experience language difficulty. This study examines external (teacher reading quality) and internal (children's language and literacy skills, social skills, and temperament) factors that influence children's engagement during storybook reading. Twenty Virginia preschool teachers serving at-risk children were observed reading to four-year-old children at the beginning and end of a school year. Teachers were rated on quality and children (n = 114) were rated separately for their engagement. The children were administered the Peabody Picture Vocabulary Test (PPVT), the Clinical Evaluation Language Fundamentals (CELF-Preschool 2), the Social Skills Rating System (SSRS) and the Child Behavior Questionnaire (CBQ - short version). It was found to be true; an increase in teacher quality has the effect of a significant linear relationship in child engagement. Data also showed that engagement scores were higher for those children with the highest language and literacy scores. But the evidence supporting the last two hypotheses was not forthcoming. However, the study of child characteristics, such as social, behavior, language, and literacy competencies, combined with external influences like teacher warmth, responsiveness and reading style, presents a complete picture in understanding a child's engagement during storybook reading.
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538 $a Mode of access: World Wide Web
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653 $a Teacher quality
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710 2 $a University of Virginia. $3 1184814
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