Shared Reading, Scaffolding, Guided Participation, and Mind-Mindedness in Appalachian Head Start Families

• In Event: Poster Session 8
  In Poster Session: Issues in Early Childhood

Abstract

This paper examines the effects of a shared-reading intervention on the use of scaffolding, and guided participation techniques and mind-minded approaches over time among rural Appalachian Head Start families. 18 adult-child dyads enrolled in Head Start in Appalachia completed a shared reading, guided participation and mind-mindedness intervention and were video recorded reading a book, Silly Sally at three time-points over the course of the 2010-2011 school year. Preliminary results indicate effectiveness of the intervention and the theoretical model’s validity in the domains of mind-mindedness and intentional, targeted scaffolding and guided participation behaviors in Appalachian families, including a qualitative shift in the approach to reading after adults receive the intervention.

Authors

• Bradford Wiles, Virginia Polytechnic Institute and State University

• Victoria R. Fu, Virginia Polytechnic Institute and State University

• Danielle Skurka, Virginia Polytechnic Institute and State University