Shared Reading Interventions With Hispanic Families of Pre-Kindergarten Students: Oral Language and Home Literacy Behaviors

• In Event: Perspectives on Biliteracy Research

Abstract

Research outlines the importance of shared reading on a child’s literacy and language development. However, many studies are conducted with English monolingual students (Jimènez, Fillipini, & Gerber, 2006; McDonnell, Friel-Patti, & Rollins, 2003; Sénéchal & Lefevre, 2002; Teale & Sulzby, 1986). In the current study, shared reading interventions were provided to the parents or caregivers of 57 prekindergarten, English Language Learners (ELLs) in Texas, over a 20-week period. Interventions were based on Dialogic Reading (Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-Manchaca, & Caulfield, 1988) and Jiménez, Fillipini, & Gerber (2006). Results indicated statistically significant differences between groups in children’s oral language in English and Spanish and in specific home literacy behaviors.

Authors

• Tracey Covington Hasbun, Stephen F. Austin State University

• Hope Elisabeth Wilson, University of North Florida