Effects of Parents' Repeated Reading of a Storybook on Young Children's Independent Reading
Eun Ja Hyun
Abstract
The purpose of this study was to examine the effect of parents` repeated reading of the same storybook on young children`s independent reading. The subjects were forty five- and six-year-old children and their parents. The children attended four preschools and kindergartens in three cities, Ann Arbor, Northville, and Jackson, Michigan, U.S.A. The family SES varied. Observation of parent-child verbal interaction during storybook reading was carried out in a naturalistic way. The storybook used for this study was The Berenstain Bears visit the dentist(Berenstain & Berenstain. 1981). The parents were asked to read the storybook aloud to the target child, as they usually did, four times within 2 weeks, but to audiotape the first and fourth reading. The paired t-test was employed to test for the difference in the frequency of the child`s taking over of storybook reading between the first and fourth reading. The results showed that children took over storybook reading more frequently in the fourth reading than in the first reading, irrespective of the family SES. Implications for future research in the area of storybook reading were discussed.
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