Shared-Reading Dynamics: Mothers' Question Use and the Verbal Participation of Children With Specific Language Impairment PurposeIn this study, the authors used sequential analysis to explore bidirectional and dynamic dependencies between mothers' question use and children’s verbal participation during shared reading.MethodThe sample was composed of mothers and their preschool-age children with specific language impairment (SLI; n = 14). Each mother and child extratextual utterance was transcribed ... Article
Article  |   August 01, 2012
Shared-Reading Dynamics: Mothers' Question Use and the Verbal Participation of Children With Specific Language Impairment
 
Author Affiliations & Notes
  • Laura M. Justice
    The Ohio State University, Columbus
  • Tricia A. Zucker
    The University of Texas Health Science Center at Houston
  • Carolyn Gosse
    University of Virginia, Charlottesville
  • Lori E. Skibbe
    Michigan State University, East Lansing
  • Correspondence to Anita McGinty: as2g@virginia.edu
  • Editor: Janna Oetting
    Editor: Janna Oetting×
  • Associate Editor: Diane Loeb
    Associate Editor: Diane Loeb×
Article Information
Development / Normal Language Processing / Language Disorders / Specific Language Impairment / Language
Article   |   August 01, 2012
Shared-Reading Dynamics: Mothers' Question Use and the Verbal Participation of Children With Specific Language Impairment
Journal of Speech, Language, and Hearing Research, August 2012, Vol. 55, 1039-1052. doi:10.1044/1092-4388(2011/10-0298)
History: Received October 26, 2010 , Revised June 15, 2011 , Accepted November 27, 2011
 
Journal of Speech, Language, and Hearing Research, August 2012, Vol. 55, 1039-1052. doi:10.1044/1092-4388(2011/10-0298)
History: Received October 26, 2010; Revised June 15, 2011; Accepted November 27, 2011
Web of Science® Times Cited: 5

PurposeIn this study, the authors used sequential analysis to explore bidirectional and dynamic dependencies between mothers' question use and children’s verbal participation during shared reading.

MethodThe sample was composed of mothers and their preschool-age children with specific language impairment (SLI; n = 14). Each mother and child extratextual utterance was transcribed and coded. Mother utterances were coded as “questions” or “other”; in turn, questions were coded for cognitive challenge and topic directiveness. Child utterances were coded as “verbal participation” (related to the book) or “other”; utterances designated as verbal participation were also coded for level of production (minimal, low, high) on the basis of their mean length of utterance.

ResultsDescriptive data show variability in mothers' question use and some variability in the level of children’s verbal participation during shared reading. However, mothers' question use did not facilitate higher levels of verbal participation by children. Furthermore, the level of children’s verbal participation did not influence the cognitive challenge and topic directiveness of mothers' question use.

ConclusionsThe findings were contrary to hypotheses and collectively suggest potentially unique and challenging verbal dynamics between mothers and their young children with SLI during shared-reading experiences. Future directions for research are discussed.

Acknowledgments
We acknowledge the support provided by National Institute on Deafness and Other Communication Disorders Grant DC04933 as well as support provided to the first author from the University of Virginia Interdisciplinary Doctoral Training Grant from the Institute of Education Sciences, U.S. Department of Education Award R305B040049. We thank the families, children, and research staff who made this work possible.
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