帮助父母充分利用共享阅读外文翻译资料

领域

策略与问题

印刷规范

阅读时，让孩子拿着书并自己翻阅。

“这是这本书的名字，这是作者的姓名。”

“我读的是哪一页？”

字的概念

当你大声朗读时，要指出书中的字。

“看！这个单词与lsquo;狗rsquo;。如果我想写我们的狗，萨米，这就是我要写的词。”

“你能给我展示一下这个词么？”

字母表知识

读字母表书并讨论字母

“噢！我想我在你的名字里看见了一些字母，你能找到它们么？”

“是什么字母？”

流派

书名lt;

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Helping Parents Make the Most of Shared Book Reading

Heather A. Partridge^[1][2]

ABSTRACT

This article presents practical, research-based strategies for parents to use when reading with their child. The intended audience is classroom teachers and reading specialists who work with parents of the children they teach. Each strategy provides supporting research, followed by a description of how the strategy can be implemented by parents. The strategies presented are (a) establish a routine, (b) make reading an enjoyable experience, (c) read often, (d) reread favorite books, (e) bridge the language between the book and the child, (f) pay attention to the clues your child is giving you, (g) talk about the print, (h) read various types of books, (i) engage the child in analytic talk, and (j) encourage book-related play.

KEY WORDS: book reading; parents; read aloud; preschool; kindergarten.

INTRODUCTION

As teachers, we know the importance of communicating with parents about how they can help their children succeed in school. Oftentimes, the demands of the school year and parentsrsquo; schedules make it so that our contact with parents is limited. When parents ask us what they can do to help their young child, many ideas run through our heads. We have to consider time and financial constraints, being careful to suggest activities that are reasonable expectations in both regards, but that will also help the child reap the most benefits. After taking these issues into consideration, we come up with the million-dollar answer: read to your child..

But is this enough? It is a great start that can, in fact, be made more effective by providing parents with specific guidance for structuring book reading to maximize the childrsquo;s learning. Current research on shared book reading indicates that it is the quality of these reading interactions that has the greatest impact on childrenrsquo;s literacy development (DeJong amp; Bus, 2002; Reese amp; Cox, 1999). This article identifies and describes 10 research-based strategies that teachers can relay to parents to help them make the most of shared book reading experiences with their preschool or kindergarten children.

They are:

1. Establish a routine,

2. Make reading an enjoyable experience,

3. Read often,

4. Reread favorite books,

5. Bridge the language between the book and the child,

6. Pay attention to the clues your child is giving you

7. Talk about the print,

8. Read various types of books,

9. Engage children in analytic talk, and

10. Encourage book-related play.

ESTABLISH A ROUTINE

Routines are important to early language and literacy development. Routines are highly predictable and repetitive activities that can be characterized as consisting of “slots” and “fillers” (Snow, Dubber, amp; De Blauw 1982). The simplicity and predictability of language routines provide a structure that enables more complex language and comments to occur (Snow et al., 1982). In other words, when a child knows what to expect, the fillers that he or she provides will become more complex.

Routines for book reading can be broken down into two components. First, parents should implement a routine of schedule. Reading can, of course, happen at un planned times throughout the day, but establishing a routine ensures that it will happen at least once per day. Parents should be encouraged to pick a time that will be enjoyable for both the reader and child. Some suggestions are before bedtime, before naptime, or after a bath. In addition, parents might want to find a comfortable chair that is used especially for reading time, or designate a corner of the room as a reading area.

Second, parents should implement a routine of interaction. Within the book-reading session, parents should try to establish a predictable structure to elicit discussion at critical moments, such as pausing at certain points in a book. This will allow the child to supply the missing text and be an active participant. These routines provide the foundation for making shared reading time a special and enjoyable event.

MAKE READING AN ENJOYABLE EXPERIENCE

Studies of attachment theory have demonstrated the importance of the affective relationship between care giver and child and its influence on storybook understanding and engagement (Baker, Mackler, Sonnenschein, amp; Serpell, 2001; Bus, 2001). Book-reading sessions where a positive affective environment prevails may contribute to the childrsquo;s willingness to read more challenging books in the future and participate more fully in the activity (Baker et al., 2001; Bus amp; van IJzendoorn, 1988). Parental behaviors associated with a positive affective environment include talking about the non -immediate context of the book (i.e., relating an event in the book to an event in the childrsquo;s life), talking about illustrations, adapting the reading style to the childrsquo;s ability level, and paying attention to the aspects of the book that bring pleasure to the child (Baker et al., 2001; Bus, 2001).

Making book reading a pleasurable experience for the child is one of the most essential aspects of shared reading. Therefore, when parents read with their children, they should first ask themselves, “Is this an enjoyable experience for both my child and myself?” The majority of strategies that follow emphasize ways in which parents can maintain their childrsquo;s interest during book reading to maximize engagement. When reading the remainder of the strategies in this article, please keep in mind that these strategies should not be implemented to the extent that they would jeopardize an enjoyable book reading experience.

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