메뉴 건너뛰기




Volumn 19, Issue 1, 1998, Pages 67-84

Parental responses to miscues during child-to-parent book reading

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0032325469     PISSN: 01933973     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0193-3973(99)80028-8     Document Type: Article
Times cited : (29)

References (59)
  • 1
    • 0000895606 scopus 로고
    • Teacher interruption behaviors during primary-grade oral reading
    • Allington, R.L. (1980). Teacher interruption behaviors during primary-grade oral reading. Journal of Educational Psychology, 72, 371-377.
    • (1980) Journal of Educational Psychology , vol.72 , pp. 371-377
    • Allington, R.L.1
  • 2
    • 0010178803 scopus 로고
    • A reading at home project in a first school
    • Ashton, C., Stoney, A., & Hannon, P. (1886). A reading at home project in a first school. Support for Learning, 6, 43-49.
    • (1886) Support for Learning , vol.6 , pp. 43-49
    • Ashton, C.1    Stoney, A.2    Hannon, P.3
  • 3
    • 0010069517 scopus 로고
    • Types and frequencies of teachers' written instructional feedback
    • Bloom, R.B., & Bourdon, L. (1980). Types and frequencies of teachers' written instructional feedback. Journal of Educational Research, 74, 13-15.
    • (1980) Journal of Educational Research , vol.74 , pp. 13-15
    • Bloom, R.B.1    Bourdon, L.2
  • 5
    • 84935502974 scopus 로고
    • Mother-child interactions: Attachment and emergent literacy: A cross-sectional study
    • Bus, A.G., & van IJzendoorn, M.H. (1988). Mother-child interactions: attachment and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
    • (1988) Child Development , vol.59 , pp. 1262-1272
    • Bus, A.G.1    Van Ijzendoorn, M.H.2
  • 7
    • 85050838130 scopus 로고
    • Situated actions during reading lessons: A microanalysis of oral reading error episodes
    • Chinn, C.A., Waggoner, M.A., & Anderson, R.C. (1993). Situated actions during reading lessons: A microanalysis of oral reading error episodes. American Educational Research Journal, 30, 361-392.
    • (1993) American Educational Research Journal , vol.30 , pp. 361-392
    • Chinn, C.A.1    Waggoner, M.A.2    Anderson, R.C.3
  • 8
    • 85030055699 scopus 로고
    • Joint statement by the Presidents of the International Reading Association and the National Council of Teachers of English
    • Cullinan, D.C., & Fitzgerald, S. (1984). Statement on readability. Joint statement by the Presidents of the International Reading Association and the National Council of Teachers of English.
    • (1984) Statement on Readability
    • Cullinan, D.C.1    Fitzgerald, S.2
  • 9
    • 0027613119 scopus 로고
    • Joint picture-book reading correlates of early oral language skill
    • Debaryshe, B.A. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461.
    • (1993) Journal of Child Language , vol.20 , pp. 455-461
    • Debaryshe, B.A.1
  • 10
    • 0010117254 scopus 로고
    • United States: Harper Trophy
    • Dodds, D.A. (1989). Wheel Away! United States: Harper Trophy.
    • (1989) Wheel Away!
    • Dodds, D.A.1
  • 12
    • 0001353296 scopus 로고
    • Development of the ability to read words
    • R. Barr, M.L. Kamil, P. B. Mosenthal and P.D. Peterson (Eds.) White Plains, NY: Longman
    • Ehri, L. (1991). Development of the ability to read words. In R. Barr, M.L. Kamil, P. B. Mosenthal and P.D. Peterson (Eds.) Handbook of reading research: Vol 2 (pp 386-417). White Plains, NY: Longman.
    • (1991) Handbook of Reading Research , vol.2 , pp. 386-417
    • Ehri, L.1
  • 13
    • 0010850436 scopus 로고
    • Beginners need some decoding skill to read words by analogy
    • Ehri, L., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27, 13-26.
    • (1992) Reading Research Quarterly , vol.27 , pp. 13-26
    • Ehri, L.1    Robbins, C.2
  • 14
    • 0010130597 scopus 로고
    • Reading and the parent: After the Haringey Project
    • Friend, P. (1983). Reading and the parent: After the Haringey Project. Reading (UKRA), 17, 7-12.
    • (1983) Reading (UKRA) , vol.17 , pp. 7-12
    • Friend, P.1
  • 15
    • 0000582619 scopus 로고
    • A readability formula that saves time
    • 578
    • Fry, E. (1968). A readability formula that saves time. Journal of Reading, 11, 513-516, 578.
    • (1968) Journal of Reading , vol.11 , pp. 513-516
    • Fry, E.1
  • 17
    • 0002928462 scopus 로고
    • Parent's ideas, actions and feeling: Models and methods from development and social psychology
    • Goodnow, J. (1988). Parent's ideas, actions and feeling: Models and methods from development and social psychology. Child Development, 59, 20.
    • (1988) Child Development , vol.59 , pp. 20
    • Goodnow, J.1
  • 18
    • 0010130598 scopus 로고
    • Effects of parental communication on reading performance of third grade children
    • Grimmet, S., & McCoy, M. (1980). Effects of parental communication on reading performance of third grade children. The Reading Teacher, 33, 303-308.
    • (1980) The Reading Teacher , vol.33 , pp. 303-308
    • Grimmet, S.1    McCoy, M.2
  • 19
    • 84935575473 scopus 로고
    • A study of the effects of parental involvement in the teaching of reading on children's reading test performance
    • Hannon, P. (1987). A study of the effects of parental involvement in the teaching of reading on children's reading test performance. British Journal of Educational Psychology, 57, 56-72.
    • (1987) British Journal of Educational Psychology , vol.57 , pp. 56-72
    • Hannon, P.1
  • 20
    • 84974253478 scopus 로고
    • What no bedtime story means: Narrative skills at home and at school
    • Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and at school. Language in Society, 11, 49-76.
    • (1982) Language in Society , vol.11 , pp. 49-76
    • Heath, S.B.1
  • 21
    • 0000487864 scopus 로고
    • Family and school as educational institutions
    • R.D. Parke (Ed.) Chicago: University of Chicago Press
    • Hess, R., & Holloway, S. (1984). Family and school as educational institutions. In R.D. Parke (Ed.) Review of child development research Vol 7: The family (pp 179-222). Chicago: University of Chicago Press.
    • (1984) Review of Child Development Research Vol 7: The Family , vol.7 , pp. 179-222
    • Hess, R.1    Holloway, S.2
  • 22
    • 84982017539 scopus 로고
    • The long term effectiveness of parental involvement in reading: A follow-up to the Haringey Reading Project
    • Hewison, J. (1988). The long term effectiveness of parental involvement in reading: A follow-up to the Haringey Reading Project. British Journal of Educational Psychology, 58, 184-190.
    • (1988) British Journal of Educational Psychology , vol.58 , pp. 184-190
    • Hewison, J.1
  • 25
    • 85030034757 scopus 로고
    • Toronto: Random House
    • Lewison, W.C. (1990). Mud. Toronto: Random House.
    • (1990) Mud.
    • Lewison, W.C.1
  • 27
    • 0003274176 scopus 로고
    • The relationship between parental beliefs about development and family constellation, socioeconomic status, and parents' teaching strategies
    • L. Laosa & I. Sigel (Eds.), New York: Plenum
    • McGillicuddy-De-Lisi. A. (1982). The relationship between parental beliefs about development and family constellation, socioeconomic status, and parents' teaching strategies. In L. Laosa & I. Sigel (Eds.), Families as learning environments for children (pp 261-299). New York: Plenum.
    • (1982) Families As Learning Environments for Children , pp. 261-299
    • McGillicuddy-De-Lisi, A.1
  • 28
    • 0001877268 scopus 로고
    • The relationship between parental beliefs and children's cognitive level
    • I.E. Sigel (Ed.), Hillsdale, NJ: Erlbaum
    • McGillicuddy-De-Lisi. A. (1985). The relationship between parental beliefs and children's cognitive level. In I.E. Sigel (Ed.), Parental belief systems: The psychological consequences for children (pp. 7-24). Hillsdale, NJ: Erlbaum.
    • (1985) Parental Belief Systems: The Psychological Consequences for Children , pp. 7-24
    • McGillicuddy-De-Lisi, A.1
  • 29
    • 0010174160 scopus 로고
    • The relative effects of word-analysis and word-supply correction procedures with poor readers during word-attack training
    • Meyer, L.M. (1982). The relative effects of word-analysis and word-supply correction procedures with poor readers during word-attack training. Reading Research Quarterly, 17, 544-555.
    • (1982) Reading Research Quarterly , vol.17 , pp. 544-555
    • Meyer, L.M.1
  • 30
    • 0010129059 scopus 로고
    • Effects of type and amount of feedback upon hypothesis sampling systems among seven and eight year old children
    • Mims, R.M., & Gholson, R. (1977). Effects of type and amount of feedback upon hypothesis sampling systems among seven and eight year old children. Journal of Experimental Child Psychology, 24, 358-371.
    • (1977) Journal of Experimental Child Psychology , vol.24 , pp. 358-371
    • Mims, R.M.1    Gholson, R.2
  • 32
    • 0024119352 scopus 로고
    • Effects of corrective feedback on word accuracy and reading comprehension of readers with learning disabilities
    • Pany, D., & McCoy, K. (1988). Effects of corrective feedback on word accuracy and reading comprehension of readers with learning disabilities. Journal of Learning Disabilities, 21, 546-550.
    • (1988) Journal of Learning Disabilities , vol.21 , pp. 546-550
    • Pany, D.1    McCoy, K.2
  • 33
    • 0023988357 scopus 로고
    • Feedback effects on oral reading errors of children with learning disabilities
    • Perkins, V.L. (1988). Feedback effects on oral reading errors of children with learning disabilities. Journal of Learning Disabilities, 21, 244-248.
    • (1988) Journal of Learning Disabilities , vol.21 , pp. 244-248
    • Perkins, V.L.1
  • 36
    • 21844506905 scopus 로고
    • On the efficacy of reading to preschoolers
    • Scarborough, H.S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
    • (1994) Developmental Review , vol.14 , pp. 245-302
    • Scarborough, H.S.1    Dobrich, W.2
  • 38
    • 85050715139 scopus 로고
    • Vocabulary acquisition through shared reading experiences
    • Senechal, M., & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-375.
    • (1993) Reading Research Quarterly , vol.28 , pp. 360-375
    • Senechal, M.1    Cornell, E.H.2
  • 39
    • 84990543687 scopus 로고
    • Early reading achievement, oral language ability, and a child's home background
    • Share, D., Jorm, A.F., MacLean, R., Matthews, R., & Waterman, B. (1983). Early reading achievement, oral language ability, and a child's home background. Australian Psychologist, 18, 75-87.
    • (1983) Australian Psychologist , vol.18 , pp. 75-87
    • Share, D.1    Jorm, A.F.2    MacLean, R.3    Matthews, R.4    Waterman, B.5
  • 40
    • 0002926151 scopus 로고
    • Reflections on the belief-behavior connection: Lessons learned from a research program on parental belief systems and teaching strategies
    • R.D. Ashmore & D.M. Brodzinsky (Eds.) Hillsdale, NJ: Erlbaum
    • Sigel, I.E. (1986). Reflections on the belief-behavior connection: Lessons learned from a research program on parental belief systems and teaching strategies. In R.D. Ashmore & D.M. Brodzinsky (Eds.) Thinking about the family: Views of parents and children (pp 35-65). Hillsdale, NJ: Erlbaum.
    • (1986) Thinking about the Family: Views of Parents and Children , pp. 35-65
    • Sigel, I.E.1
  • 41
    • 0001858058 scopus 로고
    • Determinants of mother sensitive and contingent-responsive behavior: The role of childbearing beliefs and socioeconomic status
    • I. Sigel (Ed.) Hillsdale, NJ: Erlbaum
    • Skinner, E. (1985). Determinants of mother sensitive and contingent-responsive behavior: the role of childbearing beliefs and socioeconomic status. In I. Sigel (Ed.) Parental belief systems: The psychological consequences for children (pp. 51-82). Hillsdale, NJ: Erlbaum.
    • (1985) Parental Belief Systems: The Psychological Consequences for Children , pp. 51-82
    • Skinner, E.1
  • 43
    • 0002827580 scopus 로고
    • The contracts of literacy: What children learn from learning to read books
    • W.H. Teale & E. Sulzby (Eds.) Norwood, NJ: Ablex
    • Snow, C.E., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W.H. Teale & E. Sulzby (Eds.) Emergent literacy: Writing and reading (pp 116-138). Norwood, NJ: Ablex.
    • (1986) Emergent Literacy: Writing and Reading , pp. 116-138
    • Snow, C.E.1    Ninio, A.2
  • 44
    • 79951902985 scopus 로고
    • Literacy and language: Relationships during the preschool years
    • Snow, C.E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165-189.
    • (1983) Harvard Educational Review , vol.53 , pp. 165-189
    • Snow, C.E.1
  • 45
    • 84934561798 scopus 로고
    • Effects of segmented and whole-word sound feedback on learning to read single words
    • Spaai, G.W., & Ellermann, H.H. (1991). Effects of segmented and whole-word sound feedback on learning to read single words. Journal of Educational Research, 84, 204-213.
    • (1991) Journal of Educational Research , vol.84 , pp. 204-213
    • Spaai, G.W.1    Ellermann, H.H.2
  • 48
    • 84936334471 scopus 로고
    • Children's emergent reading of favourite storybooks: A developmental study
    • Sulzby, E. (1985). Children's emergent reading of favourite storybooks: A developmental study. Reading Research Quarterly, 20, 458-481.
    • (1985) Reading Research Quarterly , vol.20 , pp. 458-481
    • Sulzby, E.1
  • 49
    • 0010191336 scopus 로고
    • Parents reading to their children: What we know and need to know
    • Teale, W.H. (1981). Parents reading to their children: What we know and need to know. Language Arts, 58, 902-912.
    • (1981) Language Arts , vol.58 , pp. 902-912
    • Teale, W.H.1
  • 50
    • 0001728176 scopus 로고
    • Toward a theory of how children learn to read and write naturally
    • Teale, W.H. (1982). Toward a theory of how children learn to read and write naturally. Language Arts, 59, 555-570.
    • (1982) Language Arts , vol.59 , pp. 555-570
    • Teale, W.H.1
  • 51
    • 0002864250 scopus 로고
    • Reading to young children: Its significance for literacy development
    • H. Goelman, A. Oberg, & F. Smith (Eds.), Exeter, NH: Heinemann
    • Teale, W.H. (1984). Reading to young children: Its significance for literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 110-121). Exeter, NH: Heinemann.
    • (1984) Awakening to Literacy , pp. 110-121
    • Teale, W.H.1
  • 53
    • 21344493971 scopus 로고
    • Parents hearing their children read: A review. Rethinking the lessons of the Haringey Project
    • Toomey, D. (1993). Parents hearing their children read: a review. Rethinking the lessons of the Haringey Project. Educational Research, 35, 223-236.
    • (1993) Educational Research , vol.35 , pp. 223-236
    • Toomey, D.1
  • 54
    • 0022020709 scopus 로고
    • Onsets and rimes as units of spoken syllables: Evidence from children
    • Treiman, R. (1985). Onsets and rimes as units of spoken syllables: evidence from children. Journal of Experimental Child Psychology, 39, 161-181.
    • (1985) Journal of Experimental Child Psychology , vol.39 , pp. 161-181
    • Treiman, R.1
  • 55
    • 0000194210 scopus 로고
    • Segmental analysis ability: Development and relation to reading ability
    • G.E. Mackinnon & T.G. Waller (Eds.), New York: Academic Press
    • Treiman, R., & Baron, J. (1981). Segmental analysis ability: Development and relation to reading ability. In G.E. Mackinnon & T.G. Waller (Eds.), Reading research: Advances in theory and practice, Vol 3 (pp. 159-198). New York: Academic Press.
    • (1981) Reading Research: Advances in Theory and Practice , vol.3 , pp. 159-198
    • Treiman, R.1    Baron, J.2
  • 56
    • 58149207354 scopus 로고
    • Accelerating language development through picture book reading: A systematic extension to Mexican day-care
    • Valdez-Menchaca, M.C., & Whitehurst, G.J. (1982). Accelerating language development through picture book reading: A systematic extension to Mexican day-care. Developmental Psychology, 28, 1106-1114.
    • (1982) Developmental Psychology , vol.28 , pp. 1106-1114
    • Valdez-Menchaca, M.C.1    Whitehurst, G.J.2
  • 57
    • 0001803905 scopus 로고
    • Preschool literacy related activities and success in school
    • D. Olson, N. Torrance & A. Hilyard (Eds.), Cambridge, MA: Harvard University Press
    • Wells, G. (1985). Preschool literacy related activities and success in school. In D. Olson, N. Torrance & A. Hilyard (Eds.), Literacy, language and learning (pp 229-255). Cambridge, MA: Harvard University Press.
    • (1985) Literacy, Language and Learning , pp. 229-255
    • Wells, G.1
  • 59
    • 0025379776 scopus 로고
    • Syllabic units in computerized reading instruction: Onset-rime vs. Postvowel segmentation
    • Wise, B.W., Olson, R., & Treiman, R. (1990). Syllabic units in computerized reading instruction: Onset-rime vs. postvowel segmentation. Journal of Experimental Child Psychology, 49, 1-19.
    • (1990) Journal of Experimental Child Psychology , vol.49 , pp. 1-19
    • Wise, B.W.1    Olson, R.2    Treiman, R.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.