Preschoolers' engagement with reading behaviours: A statistical discourse analysis of peer buddy‐reading interactions

Tanya CHRIST, Ming Ming CHIU, X. Christine WANG

Research output: Contribution to journalArticlespeer-review

9 Citations (Scopus)

Abstract

Developing reading behaviours in early childhood is essential for later reading comprehension. This study explored how peer buddy reading could potentially support emergent readers' engagement with reading behaviours. Across 40 buddy-reading events, 14 preschoolers (ages 4.0-5.5 years) produced 1,359 conversation turns, which were coded for a variety of reading behaviours including comprehension, thematic vocabulary use and concepts about print. Using statistical discourse analysis, we examined how children's engagement with reading behaviours was related to their buddies' engagement with reading behaviours in subsequent conversation turns during buddy-reading events. Findings suggest that some of preschoolers' reading behaviours, such as literal text representation, inferential text interpretation, character development and comprehension monitoring were related to their buddies' engagement with reading behaviours; others, such as vocabulary and concepts about print, were not. Implications include that buddy reading can be used to support preschoolers' engagement with some reading behaviours, such as certain aspects of comprehension. Copyright © 2012 UKLA.
Original languageEnglish
Pages (from-to)375-408
JournalJournal of Research in Reading
Volume37
Issue number4
Early online dateSep 2012
DOIs
Publication statusPublished - Nov 2014

Citation

Christ, T., Chiu, M. M., & Wang, X. C. (2014). Preschoolers' engagement with reading behaviours: A statistical discourse analysis of peer buddy‐reading interactions. Journal of Research in Reading, 37(4), 375-408. doi: 10.1111/j.1467-9817.2012.01541.x

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