Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge

Reading Teacher

Volumn 71, Issue 3, 2017, Pages 335-345

  Pollard Durodola, Sharolyn D ^a   Gonzalez, Jorge E ^b   Satterfield, Teresa ^c   Benki, José R ^c   Vaquero, Juana ^d   Ungco, Camille ^a  

^a UNIVERSITY OF NEVADA   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

^c UNIVERSITY OF MICHIGAN   (United States)

^d TEXAS A AND M UNIVERSITY   (United States)

Author keywords

1 Early childhood; Content literacy; Domain knowledge < Content literacy; English as a second language; English for speakers of other languages < Language learners, First, second, etc.; English language learners; English learners; Home language practices < Oral language; Home language < Family literacy; language (L1, L2, etc.) < Language learners; Language learners; Oral language; Specialized vocabulary < Vocabulary; Vocabulary

Indexed keywords

EID: 85026650313     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1002/trtr.1615     Document Type: Article

References (66)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print: A summary. Urbana–Champaign: The Reading Research and Education Center, Center for the Study of Reading, University of Illinois at Urbana–Champaign.
2. August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: A report on the National Literacy Panel on Language Minority Children and Youth. Mahwah, NJ: Erlbaum.
3. Bialystok, E., & Craik, F.I.M. (2010). Cognitive and linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19(1), 19–23. https://doi.org/10.1177/0963721409358571
4. Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24(3/4), 323–335. https://doi.org/10.1080/02702710390227297
5. Boals, T., Kenyon, D.M., Blair, A., Cranley, M.E., Wilmes, C., & Wright, L. (2015). Transformation in K–12 English language proficiency assessment: Changing contexts, changing constructs. Review of Research in Education, 39(1), 122–164. https://doi.org/10.3102/0091732X14556072
6. Bravo, M.A., Hiebert, E.H., & Pearson, P.D. (2007). Tapping the linguistic resources of Spanish–English bilinguals: The role of cognates. In R.K. Wagner, A.E. Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 140–156). New York, NY: Guilford.
7. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
8. Brownell, R. (2001a). Expressive One-Word Picture Vocabulary Test—Spanish-bilingual edition. Novato, CA: Academic Therapy.
9. Brownell, R. (2001b). Receptive One-Word Picture Vocabulary Test—Spanish-bilingual edition. Novato, CA: Academic Therapy.
10. Callanan, M., Rigney, J., Nolan-Reyes, C., & Solis, G. (2012). Beyond pedagogy: How children's knowledge develops in the context of everyday parent–child conversations. In A.M. Pinkham, T. Kaefer, & S.B. Neuman (Eds.), Knowledge development in early childhood: How young children build knowledge and why it matters (pp. 52–70). London, UK: Guilford.
11. Carreón, G.P., Drake, C., & Barton, A.C. (2005). The importance of presence: Immigrant parents' school engagement experiences. American Educational Research Journal, 42(3), 465–498. https://doi.org/10.3102/00028312042003465
12. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In D.P. Dolton (Ed.), Schooling and language minority students: A theoretical framework (pp. 70–89). Cambridge, UK: Cambridge University Press.
13. DaSilva Iddings, A.C. (2009). Bridging home and school literacy practices: Empowering families of recent immigrant children. Theory Into Practice, 48(4), 304–311. https://doi.org/10.1080/00405840903192904
14. Dickinson, D.K., & Tabors, P.O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Paul H. Brookes.
15. Dunn, L.M., Lugo, D.E., Padilla, E.R., & Dunn, L.M. (1986). Test de Vocabulario en Imagenes Peabody [Peabody Test of Vocabulary in Pictures]. Circle Pines, MN: American Guidance.
16. Durán, L.K., Roseth, C.J., & Hoffman, P. (2010). An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers' early literacy development. Early Childhood Research Quarterly, 25(2), 207–217. https://doi.org/10.1016/j.ecresq.2009.10.002
17. Ezell, H.K., & Justice, L.M. (2005). Shared storybook reading: Building young children's language and emergent literacy skills. Baltimore, MD: Paul H. Brookes.
18. French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. https://doi.org/10.1016/j.ecresq.2004.01.004
19. Gersten, R., Fuchs, L.S., Williams, J.P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320. https://doi.org/10.3102/00346543071002279
20. Gil, L., & Bardack, S. (2010). Common assumptions vs. the evidence: English language learners in the United States: A reference guide. Washington, DC: English Language Learner Center, American Institutes for Research. Retrieved from http://files.eric.ed.gov/fulltext/ED511353.pdf
21. Goldenberg, C. (2013). Unlocking the research on English learners: What we know—and don't yet know—about effective instruction. American Educator, 37(2), 4–11, 38.
22. Goldenberg, C., Hicks, J., & Lit, I. (2013). Dual language learners: Effective instruction in early childhood. American Educator, 37(2), 26–29.
23. Gonzalez, J., Simmons, D.C., & Pollard-Durodola, S. (2005). Project Words of Oral Reading and Language Development (CFDA:84.305). Funded by the Institute of Education Sciences.
24. González, N., Moll, L.C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
25. Hammer, C.S., Davison, M.D., Lawrence, F.R., & Miccio, A.W. (2009). The effect of maternal language on bilingual children's vocabulary and emergent literacy development during Head Start and kindergarten. Scientific Studies of Reading, 13(2), 99–121. https://doi.org/10.1080/10888430902769541
26. Hindman, A.H., Skibbe, L.E., & Foster, T.D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the Early Childhood Longitudinal Study—Birth Cohort. Reading and Writing, 27(2), 287–313. https://doi.org/10.1007/s11145-013-9445-4
27. Hirsch, E.D. (2006). Building knowledge: The case for bringing content into the language arts block and for knowledge-rich curriculum core for all children. American Educator, 30(1), 8–18.
28. 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), 252–271. https://doi.org/10.1037/0022-0663.100.2.252
29. Landauer, T.K., & Dumais, S.T. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge. Psychological Review, 104(2), 211–240. https://doi.org/10.1037/0033-295X.104.2.211
30. Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
31. Montelongo, J.A., Hernández, A.C., Herter, R.J., & Cuello, J. (2011). Using cognates to scaffold context clue strategies for Latino ELs. The Reading Teacher, 64(6), 429–434. https://doi.org/10.1598/RT.64.6.4
32. Montero-Sieburth, M., & Barth, C.M. (2001). An overview of the educational models used to explain the academic achievement of Latino students: Implications for research and policies into the new millennium. In R.E. Slavin & M. Calderón (Eds.), Effective programs for Latino students (pp. 331–368). New York, NY: Routledge.
33. Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
34. National Association for the Education of Young Children. (2005). Screening and assessment of young English-language learners: Supplement to the NAEYC and NAECS/SDE joint position statement on early childhood curriculum, assessment, and program evaluation. Washington, DC: Author.
35. National Council for the Social Studies. (2007). Social studies in the era of No Child Left Behind: A position statement of the National Council for the Social Studies. Silver Spring, MD: Author. Retrieved from http://www.socialstudies.org/positions/nclbera
36. National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Spring, MD: Author.
37. National Early Literacy Panel. (2009). Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention. Washington, DC: National Institute for Literacy.
38. Nearing, K., Proctor, D., Moldow, E., Presley, J., & Walters, B. (2013). Each One Teach One parent tutors: Engaging the untapped potential of the school community for educational parity. Denver: The Evaluation Center, University of Colorado Denver.
39. Neuman, S.B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11(4), 495–513. https://doi.org/10.1016/S0885-2006(96)90019-8
40. Neuman, S.B. (2006). How we neglect knowledge—and why. American Educator, 30(1), 24–27.
41. Neuman, S.B., & Celano, D.C. (2012). Giving our children a fighting chance: Poverty, literacy, and the development of information capital. New York, NY: Teachers College Press.
42. Omohundro, G.C. (2012). Emergent literacy practices of Spanish-speaking families who live and work in Northern Nevada (Unpublished doctoral dissertation). Sierra Nevada College, Incline Village.
43. Partnership for 21st Century Learning. (2007). P21 framework for 21st century learning. Washington, DC: Author. Retrieved from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf
44. Pinkham, A.M. (2012). Learning by the book: The importance of picture books for children's knowledge acquisition. In A.M. Pinkham, T. Kaefer, & S.B. Neuman (Eds.), Knowledge development in early childhood (pp. 90–108). London, UK: Guilford.
45. Pollard-Durodola, S.D., Gonzalez, J.E., Simmons, D.C., & Simmons, L. (2015). Accelerating language skills and content knowledge via shared book reading. Baltimore, MD: Paul H. Brookes.
46. Reese, E., Cox, A., Harte, D., & McNally, H. (2003). Diversity in adults' style of reading books to children. In A. Van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books to children (pp. 35–54). Mahwah, NJ: Erlbaum.
47. Reese, L., & Gallimore, R. (2000). Immigrant Latinos' cultural model of literacy development: An evolving perspective on home-school discontinuities. American Journal of Education, 108(2), 103–134. https://doi.org/10.1086/444236
48. Schaller, A., Rocha, L.O., & Barshinger, D. (2007). Maternal attitudes and parent education: How immigrant mothers support their child's education despite their own low levels of education. Early Childhood Education Journal, 34(5), 351–356. https://doi.org/10.1007/s10643-006-0143-6
49. Simmons, D.C., Pollard-Durodola, S.D., Gonzalez, J.E., Davis, M., & Simmons, L. (2008). Shared book reading interventions. In S.B. Neuman (Ed.), Educating the other America (pp. 187–211). Baltimore, MD: Paul H. Brookes.
50. Smith, K.E., Landry, S.H., & Swank, P.R. (2000). Does the content of mothers' verbal stimulation explain differences in children's development of verbal and nonverbal cognitive skills? Journal of School Psychology, 38(1), 27–49. https://doi.org/10.1016/S0022-4405(99)00035-7
51. Tijunelis, V., Satterfield, T., & Benkí, J.R. (2013). Linking service-learning opportunities and domestic immersion experiences in US Latino communities: A case study of the “En Nuestra Lengua” project. Hispania, 96(2), 264–282. https://doi.org/10.1353/hpn.2013.0050
52. Vaquero, J. (2014). An exploratory study of a shared book reading intervention with Spanish-speaking Latino families (Unpublished doctoral dissertation). Texas A&M University, College Station.
53. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press.
54. Wasik, B.A., Bond, M.A., & Hindman, A. (2006). The effects of language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98(1), 63–74. https://doi.org/10.1037/0022-0663.98.1.63
55. Weigel, D.J., Martin, S.S., & Bennett, K.K. (2006). Contributions of the home literacy environment to preschool-aged children's emerging literacy and language skills. Early Child Development and Care, 176(3/4), 357–378. https://doi.org/10.1080/03004430500063747
56. What Works Clearinghouse. (2015). WWC intervention report: Shared book reading. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_sharedbook_041415.pdf
57. Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
58. Yoshida, H. (2008). The cognitive consequences of early bilingualism. Zero to Three, 29(2), 26–30.
59. Emberley, R. (2000). Taking a walk: A book in two languages/Caminando: Un libro en dos lenguas. New York, NY: Newbridge.
60. Freeman, D. (1990). Corduroy [Spanish ed.]. New York, NY: Puffin.
61. Leeper, A. (2004). El supermercado [The supermarket]. Chicago, IL: Heinemann.
62. Breiseth, L. (n.d.). Why reading to your kids in your home language will help them become better readers. ¡Colorín Colorado! Retrieved from http://www.colorincolorado.org/article/why-reading-your-kids-your-home-language-will-help-them-become-better-readers
63. Espinosa, L. (2016, May 11). The science of dual language learning for children birth thru age five: Effective practices that improve outcomes [Webinar]. Retrieved from http://www.earlychildhoodwebinars.com/webinar-resources/
64. Gonzalez, A. (2015, December 1). Tips for connecting with non-English-speaking parents. Education Week. Retrieved from http://www.edweek.org/tm/articles/2015/12/01/tips-for-connecting-with-non-english-speaking-parents.html
65. Ruhlmann, E. (2014, May 19). Connecting Latinos with libraries. American Libraries. Retrieved from https://americanlibrariesmagazine.org/2014/05/19/connecting-latinos-with-libraries/
66. Reading Rockets's “Shared Reading”: http://www.readingrockets.org/strategies/shared_reading