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Effects of parents' questioning and feedback strategies in shared reading on Children's language development.

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Title: Effects of parents' questioning and feedback strategies in shared reading on Children's language development.
Authors: Dong, Yang1 (AUTHOR) iodongyang@163.com, Miao, Xuecong1 (AUTHOR) Xuecong_phd@163.com, Cao, Xueyan1 (AUTHOR), Chow, Bonnie Wing-Yin2 (AUTHOR), Mo, Jianhong3 (AUTHOR), Dong, Hang4 (AUTHOR), Zheng, Haoyuan5 (AUTHOR)
Source: Reading & Writing. Feb2025, Vol. 38 Issue 2, p373-395. 23p.
Subject Terms: *Language acquisition, *Cognitive psychology, *Children's language, *Learning, *Listening comprehension, Children with autism spectrum disorders
Abstract: This study aims to compare the effects of questioning with minimal evaluation (PE) and prompt-evaluate-expand-repeat (PEER) used in dialogic reading (DR) on children's language development. This study included 119 typically developing (TD) and 107 Chinese children with autism spectrum disorder (ASD) by using a pre- and post-interactive DR intervention design. The children were randomly assigned into three groups (the PE, PEER and control groups) and were tested on language skills immediately before and after the 12 weeks intervention. Overall, the findings indicated that using DR prompts had positive effects on the children's receptive vocabulary, character reading and listening comprehension development. Moreover, mutual feedback with expanded responses was particularly useful to fostering expressive vocabulary and the affective aspects (i.e. reading interest) of language learning in both TD and children with ASD. These findings explain the extent to which prompt and feedback strategies contribute to language skills and affective factors (i.e. reading anxiety and reading interest) in children's language learning process. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Effects of parents' questioning and feedback strategies in shared reading on Children's language development.
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  Data: <searchLink fieldCode="AR" term="%22Dong%2C+Yang%22">Dong, Yang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> iodongyang@163.com</i><br /><searchLink fieldCode="AR" term="%22Miao%2C+Xuecong%22">Miao, Xuecong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Xuecong_phd@163.com</i><br /><searchLink fieldCode="AR" term="%22Cao%2C+Xueyan%22">Cao, Xueyan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chow%2C+Bonnie+Wing-Yin%22">Chow, Bonnie Wing-Yin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mo%2C+Jianhong%22">Mo, Jianhong</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dong%2C+Hang%22">Dong, Hang</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zheng%2C+Haoyuan%22">Zheng, Haoyuan</searchLink><relatesTo>5</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Feb2025, Vol. 38 Issue 2, p373-395. 23p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+autism+spectrum+disorders%22">Children with autism spectrum disorders</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to compare the effects of questioning with minimal evaluation (PE) and prompt-evaluate-expand-repeat (PEER) used in dialogic reading (DR) on children's language development. This study included 119 typically developing (TD) and 107 Chinese children with autism spectrum disorder (ASD) by using a pre- and post-interactive DR intervention design. The children were randomly assigned into three groups (the PE, PEER and control groups) and were tested on language skills immediately before and after the 12 weeks intervention. Overall, the findings indicated that using DR prompts had positive effects on the children's receptive vocabulary, character reading and listening comprehension development. Moreover, mutual feedback with expanded responses was particularly useful to fostering expressive vocabulary and the affective aspects (i.e. reading interest) of language learning in both TD and children with ASD. These findings explain the extent to which prompt and feedback strategies contribute to language skills and affective factors (i.e. reading anxiety and reading interest) in children's language learning process. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-024-10519-6
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        Text: English
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        PageCount: 23
        StartPage: 373
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      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Cognitive psychology
        Type: general
      – SubjectFull: Children's language
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      – SubjectFull: Learning
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      – SubjectFull: Listening comprehension
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      – SubjectFull: Children with autism spectrum disorders
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      – TitleFull: Effects of parents' questioning and feedback strategies in shared reading on Children's language development.
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              Text: Feb2025
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              Y: 2025
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