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Shared-reading intervention
Early ChildhoodResearch Quarterly, 13, No., 2, 291-292 (1998) ISSN: 0885-2006
© 1998 AblexPublishingCorporation All rights in any form reserved
PRACTITIONER'S PERSPECTIVE
"Shared-Reading Intervention" Paula Januzzi Scher Co-Director, Community Allies For Children, Inc. Durham, NC This shared-reading intervention study for preschool children from low-income backgrounds successfully highlighted a few specific points to consider for improving preschool children' s language skills. More important to me, however, were the practical implications from this study and the other research referred to in the article regarding strengthening the skills of the teachers and parents that will subsequently improve language and emerging literacy skills in all preschoolers. My responses to this study are based on my experience with parents, teachers and children as a former teacher of children with special needs; as an in-home family support, advocacy and parent education service provider; and most recently as founder of a unique hands-on children's museum which emphasizes language and social skills for yourng children through play and interactions with their parents and teachers. It has been the exception to the rule, for me, to meet a parent of a toddler or preschooler from any socio-economic category who didn't feel somewhat inadequate in their role as their child's teacher. Yet, based on my observations, and I believe the results from this study, most parents are quite capable of encouraging and teaching language skills to their preschoolers when they are provided with some strategies and tools that are likely to produce positive outcomes. Parents and teachers of young children need to be empowered with the teaching "secrets" that often seem to be only at the disposal of persons educated in the field of early childhood education. In my opinion, some of the practical implications from this study that could prove to be beneficial to teachers and parents--and in the end, children--are as follows: FOR PARENTS: • The consistent use of the dialogic reading intervention, using the school plus home model, is a great opportunity for low-income parents to develop positive working relaDirect all correspondenceto: PaulaJanuzzi Scher, Co-Director, CommunityAllies for Children, Inc. Durham,NC 27707. 291
292
Scher
tionships with teachers on behalf of their child. This is a skill that will be needed over the next several years of their child's educational experiences. We know the correlation between parent involvement in schools and children's performance is high. Parents in lower SES environments need opportunities that will empower them to "teach" their own children. Knowledge equals empowerment. Having the knowledge that language can be improved through dialogic reading experiences, combined with specific strategies for implementing the program, will benefit parents and their children. Any "parent involvement" model requires a fair amount of support from teachers or other parents so that parents do not lose motivation to continue the program. We must take into consideration that even in homes where reading is valued, it is difficult for working parents, single parents, grandparents raising grandchildren, etc. to carve time out to participate consistently. Some type of support system must be in place for most parents to implement the program consistently. Formal support may gradually be decreased as families establish the reading program as a routine in their lives. FOR EARLY CHILDHOOD EDUCATORS: •
•
The dialogic reading intervention is an excellent learning tool for teachers who have less education or experience with young children. It provides opportunities to learn active listening and to allow children to "become the storyteller." As with parents, this approach provides a specific strategy that teachers at all levels can potentially use with children. Another parallel need that parents and teachers have is that of guidance and support. As pointed out in this article, the more consistently the dialogic reading intervention was used, the better the results. Teachers need an on-site support system in order to follow through with such a program, at least until it is established as a routine activity in their classroom. They also need feedback as to whether or not they are implementing the program effectively or as intended.
FOR CHILDREN: •
•
Perhaps the most obvious potential results of this intervention is that low-income children could enter kindergarten better prepared for a school experience and for the challenges presented to them. They would enter on a more level playing field if their gear included stronger language skills. The chances of a child having a positive and thus more successful school experience are much higher when parents and teachers work together. The dialogic reading schoolplus home model gives all parties something concrete to focus on and a common goal to work toward together.
Overall, one o f the m o s t important o u t c o m e s the dialogic reading intervention could provide is the notion that adults can learn to change their roles in e v e r y d a y interactions with y o u n g children. T h e y could view children as beings w h o can think for t h e m s e l v e s and d o n ' t necessarily always need to recite "correct" answers, be read to, talked at, or asked so m a n y "yes - n o " questions. This intervention m o d els a m a n n e r o f facilitating language and c o m m u n i c a t i o n in a w a y that does not s e e m to b e the n o r m for the majority o f teachers and parents o f y o u n g children. It is an exciting learning and teaching opportunity for parents, teachers and children.
© 1998 AblexPublishingCorporation All rights in any form reserved
PRACTITIONER'S PERSPECTIVE
"Shared-Reading Intervention" Paula Januzzi Scher Co-Director, Community Allies For Children, Inc. Durham, NC This shared-reading intervention study for preschool children from low-income backgrounds successfully highlighted a few specific points to consider for improving preschool children' s language skills. More important to me, however, were the practical implications from this study and the other research referred to in the article regarding strengthening the skills of the teachers and parents that will subsequently improve language and emerging literacy skills in all preschoolers. My responses to this study are based on my experience with parents, teachers and children as a former teacher of children with special needs; as an in-home family support, advocacy and parent education service provider; and most recently as founder of a unique hands-on children's museum which emphasizes language and social skills for yourng children through play and interactions with their parents and teachers. It has been the exception to the rule, for me, to meet a parent of a toddler or preschooler from any socio-economic category who didn't feel somewhat inadequate in their role as their child's teacher. Yet, based on my observations, and I believe the results from this study, most parents are quite capable of encouraging and teaching language skills to their preschoolers when they are provided with some strategies and tools that are likely to produce positive outcomes. Parents and teachers of young children need to be empowered with the teaching "secrets" that often seem to be only at the disposal of persons educated in the field of early childhood education. In my opinion, some of the practical implications from this study that could prove to be beneficial to teachers and parents--and in the end, children--are as follows: FOR PARENTS: • The consistent use of the dialogic reading intervention, using the school plus home model, is a great opportunity for low-income parents to develop positive working relaDirect all correspondenceto: PaulaJanuzzi Scher, Co-Director, CommunityAllies for Children, Inc. Durham,NC 27707. 291
292
Scher
tionships with teachers on behalf of their child. This is a skill that will be needed over the next several years of their child's educational experiences. We know the correlation between parent involvement in schools and children's performance is high. Parents in lower SES environments need opportunities that will empower them to "teach" their own children. Knowledge equals empowerment. Having the knowledge that language can be improved through dialogic reading experiences, combined with specific strategies for implementing the program, will benefit parents and their children. Any "parent involvement" model requires a fair amount of support from teachers or other parents so that parents do not lose motivation to continue the program. We must take into consideration that even in homes where reading is valued, it is difficult for working parents, single parents, grandparents raising grandchildren, etc. to carve time out to participate consistently. Some type of support system must be in place for most parents to implement the program consistently. Formal support may gradually be decreased as families establish the reading program as a routine in their lives. FOR EARLY CHILDHOOD EDUCATORS: •
•
The dialogic reading intervention is an excellent learning tool for teachers who have less education or experience with young children. It provides opportunities to learn active listening and to allow children to "become the storyteller." As with parents, this approach provides a specific strategy that teachers at all levels can potentially use with children. Another parallel need that parents and teachers have is that of guidance and support. As pointed out in this article, the more consistently the dialogic reading intervention was used, the better the results. Teachers need an on-site support system in order to follow through with such a program, at least until it is established as a routine activity in their classroom. They also need feedback as to whether or not they are implementing the program effectively or as intended.
FOR CHILDREN: •
•
Perhaps the most obvious potential results of this intervention is that low-income children could enter kindergarten better prepared for a school experience and for the challenges presented to them. They would enter on a more level playing field if their gear included stronger language skills. The chances of a child having a positive and thus more successful school experience are much higher when parents and teachers work together. The dialogic reading schoolplus home model gives all parties something concrete to focus on and a common goal to work toward together.
Overall, one o f the m o s t important o u t c o m e s the dialogic reading intervention could provide is the notion that adults can learn to change their roles in e v e r y d a y interactions with y o u n g children. T h e y could view children as beings w h o can think for t h e m s e l v e s and d o n ' t necessarily always need to recite "correct" answers, be read to, talked at, or asked so m a n y "yes - n o " questions. This intervention m o d els a m a n n e r o f facilitating language and c o m m u n i c a t i o n in a w a y that does not s e e m to b e the n o r m for the majority o f teachers and parents o f y o u n g children. It is an exciting learning and teaching opportunity for parents, teachers and children.