Department of Psychology, Miami University Oxford, OH, USA.
Psychology, Miami University Oxford, OH, USA.
Front Psychol. 2014 Jun 4;5:545. doi: 10.3389/fpsyg.2014.00545. eCollection 2014.
The aim of this investigation was to identify the book reading behaviors and book reading styles of middle class African American mothers engaged in a shared book reading activity with their preschool children. To this end, the mothers and their children were videotaped reading one of three books, Julius, Grandfather and I, or Somewhere in Africa. Both maternal and child behaviors were coded for the frequency of occurrence of story grammar elements contained in their stories and maternal behaviors were also coded for their use of narrative eliciting strategies. In addition, mothers were queried about the quality and quantity of book reading/story telling interactions in the home environment. The results suggest that there is a great deal of individual variation in how mothers use the story grammar elements and narrative eliciting strategies to engage their children in a shared book reading activity. Findings are discussed in terms of suggestions for additional research and practical applications are offered on ways to optimally engage African American preschool children and African American families from diverse socioeconomic backgrounds in shared book reading interactions.
本研究旨在确定参与与学龄前儿童共享阅读活动的中产阶级非裔美国母亲的阅读行为和阅读方式。为此，对母亲及其孩子阅读三本书之一（朱利叶斯、祖父和我或非洲某地）的过程进行了录像。对故事语法元素的出现频率以及母亲行为对叙事启发策略的使用进行了母子行为编码。此外，还询问了母亲在家环境中进行阅读/讲故事互动的质量和数量。结果表明，母亲在使用故事语法元素和叙事启发策略来吸引孩子参与共享阅读活动方面存在很大的个体差异。研究结果讨论了进一步研究的建议，并提供了如何优化与来自不同社会经济背景的非裔美国学龄前儿童和非裔美国家庭进行共享阅读互动的实用建议。
