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Storybook reading and the addition o...

The University of North Carolina at Chapel Hill.

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Storybook reading and the addition of toy props: The effects on child engagement and interest and the interactions between caregivers and their children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Storybook reading and the addition of toy props: The effects on child engagement and interest and the interactions between caregivers and their children./
作者:	Roy, Vicky Poston.
面頁冊數:	178 p.
附註:	Adviser: Elizabeth Crais.
Contained By:	Dissertation Abstracts International67-10B.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3239236
ISBN:	9780542940330

Storybook reading and the addition of toy props: The effects on child engagement and interest and the interactions between caregivers and their children.
Roy, Vicky Poston.

Storybook reading and the addition of toy props: The effects on child engagement and interest and the interactions between caregivers and their children. - 178 p.

Adviser: Elizabeth Crais.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.

Using a repeated-measures design, this study examined the addition of toy props during storybook reading between caregivers and their young children 18-27 months of age. Twelve children identified as demonstrating "high engagement" and 12 children identified as demonstrating "low engagement" during storybook interactions and their caregivers were recruited to participate. Group membership was based on a researcher developed literacy attitude and behavior questionnaire completed by the participating caregiver. Caregiver-child dyads were video-recorded on two occasions at their home reading two different storybooks and engaging in a "favorite" activity. Toy props were included during one of the storybook interactions, counterbalanced across participants.

ISBN: 9780542940330Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Storybook reading and the addition of toy props: The effects on child engagement and interest and the interactions between caregivers and their children.
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500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: B, page: 5706.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.
520 $a Using a repeated-measures design, this study examined the addition of toy props during storybook reading between caregivers and their young children 18-27 months of age. Twelve children identified as demonstrating "high engagement" and 12 children identified as demonstrating "low engagement" during storybook interactions and their caregivers were recruited to participate. Group membership was based on a researcher developed literacy attitude and behavior questionnaire completed by the participating caregiver. Caregiver-child dyads were video-recorded on two occasions at their home reading two different storybooks and engaging in a "favorite" activity. Toy props were included during one of the storybook interactions, counterbalanced across participants.
520 $a The results of the study revealed significant group differences between prop conditions for the total interaction time and the rate of child protesting behaviors. Additionally a trend was identified between dyads in the high and low engagement groups for both the total number of child verbal/vocal acts and total child gesture use. Specifically there was a differential influence for the addition of toy props dependent on engagement group membership with children in the low engagement group producing more verbal/vocal acts and gestures during the prop condition than the no prop condition. In contrast, children in the high engagement group tended to produce few verbal/vocal acts and gestures during the prop condition compared to the no prop condition.
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