RE-RELEASE: How to read with your child with Dr. Laura Froyen
Your Parenting Mojo - Respectful, research-based parenting ideas to help kids thrive
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What Is Structural Supporting?
The idea comes from vagotski and centers around the idea that children have a zone identified as the space between what they can do for themselves and what they can with support. With my four year old, she often likes to read books that she has memorized aloud to me. And i will sometimes need to say one or two words to kind of get her started on what the next sentence is. Or she may ask, really, we're really big and to owana in our house right now.
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Episode notes
Way, waaay back in Episode 3, we wondered whether we had missed the boat on teaching our babies to read (didn’t you teach your baby how to read?). We eventually decided that we hadn’t, but given that many parents have a goal of instilling a love of reading into their children, what’s the best way to go about doing that? And what if your child is the kind who wriggles out of your lap at the mere sight of a book?
Our second-ever repeat guest, Dr. Laura Froyen, helps us to delve into the research on this topic. We conclude by talking through some of the things parents can do to promote a love of reading, because it turns out it’s not as intuitive as one might think!
Dr. Froyen's 11 Ways to Support Your Child in Learning to Read PDF guide.
References
Bus, A.G. (2001). Joint caregiver-child storybook reading: A route to literacy development. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research. New York: Guilford.
Bus, A.G., van IJzendoorn, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research 65(1), 1-21. Full article available at: https://www.researchgate.net/profile/Marinus_Van_IJzendoorn/publication/230853169_Joint_Book_Reading_Makes_for_Success_in_Learning_to_Read_A_Meta-Analysis_on_Intergenerational_Transmission_of_Literacy/links/53f05d6f0cf26b9b7dcdfe58.pdf
Burchinal, M., & Forestieri, N. (2011). Development of early literacy: Evidence from major U.S. longitudinal studies. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research (Vol. 3). (85-96). New York: Guilford.
Bus, A.G. (2003). Social-emotional requisites for learning to read. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books to children: Parents and teachers (3-15). New York: Guilford.
Butterworth, G. (2001). Joint visual attention in infancy. In G. Bremner & A. Fogel (Eds.). Blackwell handbook of infant development. (213-240). Malden, MA: Blackwell.
Carlsson-Paige, N., G. Bywater McLaughlin, and J. Wolfsheimer Almon (2015). Reading instruction in kindergarten: Little to gain and much to lose. Available online at: http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/Reading_Instruction_in_Kindergarten.pdf
Evans, M.A., & Saint-Aubin, J. (2011). Studying and modifying young children’s visual attention during book reading. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research (Vol. 3). (242-255). New York: Guilford.
Fletcher, K.L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review 25, 64-103. Full article available at: https://www.researchgate.net/profile/Kathryn_Fletcher2/publication/223236320_Picture_book_reading_with_young_children_A_conceptual_framework/links/0912f503ce1f9d05ec000000.pdf
Landry, S.H., Smith, K.E., Swank, P.R., Zucker, T., Crawford, A.D., & Solari, E.F. (2011). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology 48(4), 969-986. Full article available at: https://www.researchgate.net/profile/Paul_Swank/publication/51831766_The_Effects_of_a_Responsive_Parenting_Intervention_on_Parent-Child_Interactions_During_Shared_Book_Reading/links/0912f5097cf5ddf41c000000.pdf
McBride-Chang, C. (2012). Shared-book reading: There is no downside for parents. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp.51-58). Abingdon, U.K.: Routeledge.
Morow, L.M. (1993). Literacy development in the early years: Helping children read and write (2nd ed.). Boston: Allyn & Bacon.
Notari-Syverson, A., (2006). Everyday tools of Literacy. In Learning to Read the World: Language and literacy in the first three years (61-78). Washington, D.C.: Zero to Three.
Otto, B. (2008). Literacy development in early childhood: Reflective teaching for birth to age eight. Long Grove, IL: Waveland.
Phillips, L.M., Norris, S.P., & Anderson, J. (2008). Unlocking the door: Is parents’ reading to children the key to early literacy development? Canadian Psychology 49(2), 82-88.
Reese, E. (2012). The tyranny of shared book-reading. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp.59-68). Abingdon, U.K.: Routeledge.
Rosenkotter, S.E., & Wanless, S.B. (2006). Everyday tools of Literacy. In Learning to Read the World: Language and literacy in the first three years (81-100). Washington, D.C.: Zero to Three.
Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research. (97-110). New York: Guilford.
Schickedanz, J.A. (1999). Much more than the ABCs: The early stages of reading and writing. Washington, D.C.: National Association for the Education of Young Children.
Senechal, M. (2011). A model of the concurrent and longitudinal relations between home literacy and child outcomes. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research. (175-188). New York: Guilford.
Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development 69(3), 848-872.
Bus, A.G., van IJzendoorn, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research 65(1), 1-21. Full article available at: https://www.researchgate.net/profile/Marinus_Van_IJzendoorn/publication/230853169_Joint_Book_Reading_Makes_for_Success_in_Learning_to_Read_A_Meta-Analysis_on_Intergenerational_Transmission_of_Literacy/links/53f05d6f0cf26b9b7dcdfe58.pdf
Burchinal, M., & Forestieri, N. (2011). Development of early literacy: Evidence from major U.S. longitudinal studies. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research (Vol. 3). (85-96). New York: Guilford.
Bus, A.G. (2003). Social-emotional requisites for learning to read. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books to children: Parents and teachers (3-15). New York: Guilford.
Butterworth, G. (2001). Joint visual attention in infancy. In G. Bremner & A. Fogel (Eds.). Blackwell handbook of infant development. (213-240). Malden, MA: Blackwell.
Carlsson-Paige, N., G. Bywater McLaughlin, and J. Wolfsheimer Almon (2015). Reading instruction in kindergarten: Little to gain and much to lose. Available online at: http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/Reading_Instruction_in_Kindergarten.pdf
Evans, M.A., & Saint-Aubin, J. (2011). Studying and modifying young children’s visual attention during book reading. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research (Vol. 3). (242-255). New York: Guilford.
Fletcher, K.L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review 25, 64-103. Full article available at: https://www.researchgate.net/profile/Kathryn_Fletcher2/publication/223236320_Picture_book_reading_with_young_children_A_conceptual_framework/links/0912f503ce1f9d05ec000000.pdf
Landry, S.H., Smith, K.E., Swank, P.R., Zucker, T., Crawford, A.D., & Solari, E.F. (2011). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology 48(4), 969-986. Full article available at: https://www.researchgate.net/profile/Paul_Swank/publication/51831766_The_Effects_of_a_Responsive_Parenting_Intervention_on_Parent-Child_Interactions_During_Shared_Book_Reading/links/0912f5097cf5ddf41c000000.pdf
McBride-Chang, C. (2012). Shared-book reading: There is no downside for parents. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp.51-58). Abingdon, U.K.: Routeledge.
Morow, L.M. (1993). Literacy development in the early years: Helping children read and write (2nd ed.). Boston: Allyn & Bacon.
Notari-Syverson, A., (2006). Everyday tools of Literacy. In Learning to Read the World: Language and literacy in the first three years (61-78). Washington, D.C.: Zero to Three.
Otto, B. (2008). Literacy development in early childhood: Reflective teaching for birth to age eight. Long Grove, IL: Waveland.
Phillips, L.M., Norris, S.P., & Anderson, J. (2008). Unlocking the door: Is parents’ reading to children the key to early literacy development? Canadian Psychology 49(2), 82-88.
Reese, E. (2012). The tyranny of shared book-reading. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp.59-68). Abingdon, U.K.: Routeledge.
Rosenkotter, S.E., & Wanless, S.B. (2006). Everyday tools of Literacy. In Learning to Read the World: Language and literacy in the first three years (81-100). Washington, D.C.: Zero to Three.
Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research. (97-110). New York: Guilford.
Schickedanz, J.A. (1999). Much more than the ABCs: The early stages of reading and writing. Washington, D.C.: National Association for the Education of Young Children.
Senechal, M. (2011). A model of the concurrent and longitudinal relations between home literacy and child outcomes. In S.B. Neuman & D.K. Dickinson Handbook of Early Literacy Research. (175-188). New York: Guilford.
Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development 69(3), 848-872.
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