Multiple benefits of Home Shared Reading
the case of English as a Foreign Language
DOI:
https://doi.org/10.17398/1988-8430.28.185Keywords:
shared reading, mother tongue, second language, foreign language, family context, literacy.Abstract
Different studies have shown that home shared reading encourages the development of lexical, semantical, comprehensive and social-emotional skills of young students. In turn, transferences between mother tongue and second languages have also been analyzed. The aim of this study is to observe if among the multiple benefits shared reading may have, there is also a positive impact on the foreign language students are learning. 64 students from the first and the second year of Primary Education have taken part in this exploratory study. Throughout a semi-structured interview, their parents informed about the reading habits of their children during Nursery and Preschool Education. The results show that those Preschoolers who carry out shared reading at home acquire better linguistic skills not only in their mother tongue but also in the foreign language they study at school.
References
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Cuadro, A. (2015). La lectura y sus dificultades: Dislexia Evolutiva. Ciencias Psicológicas, 4(2), 275-276.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of educational research, 49(2), 222-251.
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Netten, J. & Germain, C. (2005). Pedagogy and second language learning: Lessons learned from Intensive French. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 8(2), 183-210.
Nohales, P. S. & Giménez, T. M. (2008). Evaluación de los predictores y facilitadores de la lectura: análisis y comparación de pruebas en español y en inglés. Bordón. Revista de pedagogía, 60(3), 113-130.
Purcell‐Gates, V. (1996). Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading research quarterly, 31(4), 406-428.
Reese, E., Sparks, A. & Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97-117.
Snow, C. E., Burns, M. S. & Griffin, P. (1998). Preventing reading difficulties in young children. National Research Council.
Stevenson, H. W. & Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child development, 646-659.
Trivette, C. M. & Dunst, C. J. (2007). Community-based parent support programs. Parenting skills, 22, 5.
Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behavior. Soviet psychology, 17(4), 3-35.
Vila, I. (2000). Aproximación a la educación infantil: características e implicaciones educativas. Revista Iberoamericana de educación, 22, 41-60.
Wells, G. (2001). Action, talk, and text: The case for dialogic inquiry. Retrieved on August, 31, 2011.
Wood, D., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Young, C. (2014). Providing Independent Reading Comprehension Strategy Practice through Workstations. Texas Journal of Literacy Education, 2(1), 24-35.
Yang, F. (2016). The Effect of Four Different Approaches to Parent-Child Reading on Young Chinese Children's Reading. International Journal of Education & Literacy Studies, 4(3).
Arif, M. & Abdullah, I. H. (2017). The Impact of L1 Metaphorical Comprehension on L2 Metaphorical Comprehension of Iraqi EFL Learners. Advances in Language and Literary Studies, 8(4), 8-13.
Bracken, S. S. & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds. Early Education and Development, 19(1), 45-67.
Braslavsky, B. (2004). ¿Primeras letras o primeras lecturas?: una introducción a la alfabetización temprana. Fondo de Cultura Económica. Bruner, J. (1995). The autobiographical process. Current Sociology, 43(2), 161-177.
Bus, A. G., Van Ijzendoorn, M. H. & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research, 65(1), 1-21.
Cárdenas-Hagan, E., Carlson, C. D. & Pollard-Durodola, S. D. (2007). The cross-linguistic transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction. Language, speech, and hearing services in schools, 38(3), 249-259.
Carmiol, A. M., Sparks, A. & Ríos, M. (2013). Evidencia de la relación entre habilidades prelectoras y habilidades narrativas en niños y niñas preescolares costarricenses: Aportes para un enfoque comprensivo de la alfabetización emergente. , 85-110.
Chow, B. W. Y., McBride-Chang, C., Cheung, H. & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: effects on language and literacy. Developmental Psychology, 44(1), 233.
Chou, M. J. & Cheng, J. C. (2015). Parent-Child Aesthetic Shared Reading with Young Children. Universal Journal of Educational Research, 3(11), 871-876.
Cuadro, A. (2015). La lectura y sus dificultades: Dislexia Evolutiva. Ciencias Psicológicas, 4(2), 275-276.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of educational research, 49(2), 222-251.
Delaney, K. K. & Neuman, S. B. (2016). Contexts for teacher practice:(Re) Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 24.
Duffy, F. & Geschwind, N. (1988). Fundamentos biológicos de la lectura. Dislexia: Aspectos Psicológicos y Neurológicos. Editorial Labor, 180-191.
Flores, J. G. (2009). Hábitos y actitudes de las familias hacia la lectura y competencias básicas del alumnado Family habits and attitudes towards reading and students’ basic competences. Revista de educación, 350, 301-322.
Goswami, U. (2001). Early phonological development and the acquisition of literacy. Handbook of early literacy research, 1, 111-125.
Gaffner, J., Johnson, K., Torres-Elias, A. & Dryden, L. (2014). Guided Reading in First-Fourth Grade: Theory to Practice. Texas Journal of Literacy Education, 2(2), 117-126.
Hassinger Das, B., Ridge, K.,Parker, A., Golinkoff, R. M., Hirsh Pasek, K. & Dickinson, D. K. (2016). Building vocabulary knowledge in preschoolers through shared book reading and gameplay. Mind, Brain, and Education, 10(2), 71-80.
Hood, M., Conlon, E. & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252.
Hutton, J. S., Phelan, K., Horowitz-Kraus, T., Dudley, J., Altaye, M., DeWitt, T. & Holland, S. K. (2017). Story time turbocharger? Child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories. PloS one, 12(5), e0177398.
Jessner, U. & Cenoz, J. (2007). Teaching English as a third language. In International handbook of English language teaching (pp. 155-167). Springer, Boston, MA.
Jiménez, J. & O’Shanahan, I. (2008). Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa. Revista Iberoamericana de Educación, 45(5), 1-22.
Lotherington, H. (2004). Bilingual education (pp. 695-718). Blackwell Publishing Ltd.
Parish‐Morris, J., Mahajan, N., Hirsh‐Pasek, K., Golinkoff, R. M. & Collins, M. F. (2013). Once upon a time: Parent–child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200-211.
Netten, J. & Germain, C. (2005). Pedagogy and second language learning: Lessons learned from Intensive French. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 8(2), 183-210.
Nohales, P. S. & Giménez, T. M. (2008). Evaluación de los predictores y facilitadores de la lectura: análisis y comparación de pruebas en español y en inglés. Bordón. Revista de pedagogía, 60(3), 113-130.
Purcell‐Gates, V. (1996). Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading research quarterly, 31(4), 406-428.
Reese, E., Sparks, A. & Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97-117.
Snow, C. E., Burns, M. S. & Griffin, P. (1998). Preventing reading difficulties in young children. National Research Council.
Stevenson, H. W. & Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child development, 646-659.
Trivette, C. M. & Dunst, C. J. (2007). Community-based parent support programs. Parenting skills, 22, 5.
Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behavior. Soviet psychology, 17(4), 3-35.
Vila, I. (2000). Aproximación a la educación infantil: características e implicaciones educativas. Revista Iberoamericana de educación, 22, 41-60.
Wells, G. (2001). Action, talk, and text: The case for dialogic inquiry. Retrieved on August, 31, 2011.
Wood, D., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Young, C. (2014). Providing Independent Reading Comprehension Strategy Practice through Workstations. Texas Journal of Literacy Education, 2(1), 24-35.
Yang, F. (2016). The Effect of Four Different Approaches to Parent-Child Reading on Young Chinese Children's Reading. International Journal of Education & Literacy Studies, 4(3).
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2018-09-14
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Multiple benefits of Home Shared Reading: the case of English as a Foreign Language. (2018). TEJUELO. Didactics of Language and Literature. Education, 28, 185-218. https://doi.org/10.17398/1988-8430.28.185
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