Symonne S. Kennedy,
Stephanie M. Curenton*,
Full manuscript: www.kon.org/urc/v12/kennedy.html
Abstract Emergent reading is an important developmental milestone wherein young children read familiar books to a parent or teacher. Few inquiries have been made about how the quality of emergent reading interactions are associated with children’s concurrent emergent reading performance or their standardized reading skills. The current study addresses this gap by investigating the association between the socioemotional quality of parent-child emergent reading interactions and children’s emergent reading skills on a standardized test of reading and an emergent reading rubric. Sixteen boys and 14 girls 36-60 months of age (M=48.90, SD=8.92) were recorded reading The Snowy Day by Ezra J. Keats to their mothers. An emergent reading rubric was developed based on children’s extra-textual comments during the emergent reading interaction and a standardized early reading assessment was administered to the children before the interaction. The mothers and children’s socioemotional contributions to the emergent reading interaction were used to assess the socioemotional quality of the interaction. Mother’s level of Balanced Control-Redirection as well as children’s Task Orientation-Compliance were both significantly and positively associated with children’s emergent reading rubric scores. Children’s Task Orientation-Compliance was significantly and positively associated with mothers’ level of Balanced Control-Redirection. These results suggest that mothers’ behavior during emergent reading interactions can influence children’s concurrent emergent reading performance; however, this influence does not extend to standardized scores on early reading assessments.