Family Bookmaking: An Approach to Support Parent-Child Language Interactions in Natural Environments

Main Article Content

Lisa K. Boyce
Mark S. Innocenti
Lori A. Roggman
Cora L. Price
Vonda K. Jump
Gina A. Cook
Eduardo Ortiz

Keywords

bookmaking, language, family, early intervention, exploratory, children

Abstract

This study examined the effectiveness of family bookmaking to promote early language development.  Forty-two children receiving early intervention services and their families participated in the study.  Our results suggest that family bookmaking engages parents, increases the quality of parent-child language interactions, and increases children’s understanding of language.

Abstract 111 | PDF Downloads 20 Word Downloads 1 Text Downloads 26

References

Arnold, D. S., & Whitehurst, G. J. (1994). Accelerating language development through picture book reading: A summary of dialogic reading and its effects. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (pp. 103-128). Cambridge, MA: Blackwell.

Bailey, D. B., Hebbeler, K., Scarborough, A., Spiker, D., & Mallik, S. (2004). First experiences with early intervention: A national perspective. Pediatrics, 113, 887-896.

Baird, S., & Peterson, J. (1997). Seeking a comfortable fit between family-centered philosophy and infant-parent interaction in early intervention: Time for a paradigm shift? Topics in Early Childhood Special Education, 17(2), 139-164.

Baumwell, L., Tamis-LeMonda, C. S., & Bornstein, M. H. (1997). Maternal verbal sensitivity and child language comprehension. Infant Behavior and Development, 20, 247-258.

Bzoch, K. R., League, R., & Brown, V. L. (2003). Receptive-expressive emergent language test (3rd ed.). Austin: PRO-ED.

Campbell, P. H., & Halbert, J. (2002). Between research and practice: Provider perspectives on early intervention. Topics in Early Childhood Special Education, 22(4), 213-226.

Campbell, P. H., & Sawyer, L. B. (2007). Supporting learning opportunities in natural settings through participation-based services. Journal of Early Intervention, 29, 287-305.

Caravolas, M., & Bruck, M. (1993). The effect of oral and written language input on children’s phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55, 1-30.

Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4, Serial No. 255).

Chaffin, M. (2004). Is it time to rethink healthy start/healthy families? Child Abuse and Neglect, 28, 589–595.

Crowe, L. K., Norris, J. A., & Hoffman, P. R. (2004). Training caregivers to facilitate communicative participation of preschool children with language impairment during storybook reading. Journal of Communication Disorders, 37, 177-196.

Daro, D. (2006). Home visitation: Assessing progress, managing expectations. Chicago: Chapin Hall Center for Children. Retrieved from http://www.chapinhall.org/article_ abstract.aspx?ar=1438&L2=61&L3=129

DeTemple, J. M. (1999, April). Home and school predictors of sixth grade vocabulary and reading skills of children from low-income families. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Albuquerque, NM.

Dunham, P., & Dunham, R. (1995). Lexical development during middle infancy: A mutually driven infant-caregiver process. Developmental Psychology, 28, 414-420.

Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2006). Family support program quality and parent, family and child benefits. Asheville, NC: Winterberry.

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.

Goldenberg, C. N. (1994). Promoting early literacy development among Spanish-speaking children: Lessons from two studies. In E. H. Hiebert & B. M. Taylor (Eds.), Getting reading right from the start: Effective early literacy interventions (pp. 171-199). Needham Heights, MA: Allyn and Bacon.

Gomby, D. S. (2005). Home visitation in 2005: Outcomes for children and parents. Invest in Kids Working Paper No. 7, Committee for Economic Development. Retrieved from http://www.ced.org/projects/kids.shtml

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.

Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communication settings. Child Development, 62, 782-796.

Kim, J. M., & Mahoney, G. (2004). The effects of mother’s style of interaction on children’s engagement: Implications for using responsive interventions with parents. Topics in Early Childhood Special Education, 24(1), 31-38.

Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation, and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33, 294-318.

Mahoney, G., & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children and Schools, 29(1), 7-15.

Mason, J. M. (1992). Reading stories to preliterate children: A proposed connection to reading. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.). Reading acquisition (pp. 215-241). Hillsdale, NJ: Erlbaum.

McBride, S. L., & Peterson, C. (1997). Home-based early intervention with families of children with disabilities: Who is doing what? Topics in Early Childhood Special Education, 17(2), 209-225.

Melzi, G. (2000). Cultural variations in the construction of personal narratives: Central American and European American mothers’ elicitation styles. Discourse Processes, 30(2), 153-177.

Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34(3), 286-311.

Newland, L. A., Roggman, L. A., & Boyce, L. K. (2002). The development of social toy play and language in infancy. Infant Behavior and Development, 24, 1-25.

Newland, L. A., Roggman, L. A., Boyce, L. K., & Cook, G. A. (1998, April). Mother-infant social play related to infant language and play behaviors at 11 and 14 months. Poster presented at the International Conference on Infant Studies, Atlanta, GA.

Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H., & Kantz, K. R. (2007). Enhancing parent-child interactions through home visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29(2), 119-140.

Pine, J. M., Lieven, E. V. M., & Rowland, C. F. (1997). Stylish variation at the “single-word” stage: Relations between maternal speech characteristics and children’s vocabulary composition and usage. Child Development, 68, 807-819.

Roggman, L. A., Boyce, L. K., & Innocenti, M. S. (2008). Developmental parenting: A guide for early childhood practitioners. Baltimore: Brookes.

Skibbe, L. E., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2008). Relations amount maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment. Early Education and Development, 19(1), 68-88.

Sweet, M. A., & Appelbaum, M. I. (2004). Is home visiting an effective strategy? A meta-analytic review of home visiting programs for families with young children. Child Development, 75, 1435–1456.

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2009). 28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006 (vol. 1). Washington, DC: Author.

Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28, 1106-1114.

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.

Woodcock, R. W., & Muñoz-Sandoval, A. F. (1993). Woodcock-Muñoz Language Survey comprehensive manual. Itisca, IL: Riverside.

Workgroup on Principles and Practices in Natural Environments. (2007, November). Mission and principles for providing services in natural environments. OSEP TA Community of Practice-Part C Settings. Retrieved from http://www.nectac.org/topics/families/families.asp