Abstract

The purpose of this study was to examine the nature of conversational interactions between parents and their children during early literacy instructional activities. Parents engaged their children in interactions within hands-on activities designed to teach specific literacy skills as part of a kindergarten project entitled Systematic and Engaging Early Literacy (SEEL). Data for this study were extracted from audio and video recordings of parent-child interactions during three targeted literacy activities. Specialized software (LENA Pro) was used to analyze the interactions regarding adult and child use of targeted words (word count) and turn taking. To gain additional information about the exchanges, one exchange from each dyad was transcribed and analyzed using discourse analysis procedures. Findings from this study will be used to determine if children can be exposed to frequent and salient examples of targeted word patterns while engaging in playful and reciprocal interactive exchanges with their parents.

Degree

College and Department

David O. McKay School of Education; Communication Disorders

Rights

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