In this study we are interested in early predictors of children’s reading comprehension. We aim to examine the frequency and the nature of book-reading input. We’re going to look at early parent-child book reading interactions and their relations to later child language and reading outcomes.
With respect to child measures, we will examine how children’s early oral language, vocabulary and syntactic growth, relates to their reading comprehension growth during early school ages. We will also examine how early parental input relates the developmental trajectory of children’s reading comprehension skills. In addition, we aim to compare the relation between early oral language measures to reading comprehension versus decoding.
In an attempt to characterize the nature of the input, we focus on 4 kinds of utterances parents and children produce during book-reading interactions:
We examine how the frequency and the nature of these interactions relate to later reading outcomes, both decoding and reading comprehension. We examine if book-reading contributes to later outcomes over and above factors such as parent SES, overall parental talk, child language etc. We focus on book-reading interactions at visits 1, 2, 4, 5, 7 and 8.
The data files and other documents associated with this study can be found in Ece’s working directory on the LDP file server (Analord) in the Groups volume:
afp://analord.spc.uchicago.edu/Groups/Grads/Ece/Reading/Book
Book/
├── BookCodingTemplate.xls
├── Parent:Child Final # transcripts
│ ├── 01H Parent:Child Final
│ ├── 02H Parent:Child Final
│ ├── 04H Parent:Child Final
│ ├── 05H Parent:Child Final
│ ├── 07H Parent:Child Final
│ └── 08H Parent:Child Final
└── TrainingManuals
├── BookCodingTemplate.xls # coding template
├── BookReadingManualRII.xls # coding manual
├── Examples
└── Plan for 05H book coding.xls # coding schedule
Ece’s paper for the BU proceedings can be found at:
afp://analord.spc.uchicago.edu/Groups/Grads/Ece/
PublishedPaper/Write-ups/BUProceedings/DemirBUCLD.pdf