Dialogic reading in the promotion of cognitive, emotional and behavioural profiles in early childhood

被引：6

作者：

Vargas-Garcia, Viviana-Andrea ^{[1
]}

Delgado-Reyes, Andres-Camilo ^{[1
]}

Sanchez-Lopez, Jessica-Valeria ^{[1
]}

Aguirre-Aldana, Lorena ^{[1
]}

Agudelo-Hernandez, Felipe ^{[2
]}

机构：

[1] Univ Manizales, Caldas, Colombia

[2] Pontificia Univ Javeriana, Bogota, Colombia

来源：

OCNOS-REVISTA DE ESTUDIOS SOBRE LA LECTURA | 2020年 / 19卷 / 01期

关键词：

Reading Strategies; Children's Literature; Picture Books; Metacognition; Emotional Development; Behaviour; Early Childhood Education; BOOK; INTERVENTION; CHILDREN;

D O I：

10.18239/ocnos_2020.19.1.1888

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this article we present the results of a research with early childhood in which the incidence of dialogical reading was established in the cognitive, emotional and behavioral profiles in a group of children aged 4 to 5. An experimental intervention was carried out in school and family contexts, where previously trained parents and teachers applied the dialogical reading techniques of Whitehurst (1988), using album books. Parents were guided with a mobile app called FamiLectura, which was built for this research. The study was quasi-experimental, with a pre test-post test design and a control group. The results indicated significant increases in memory and recovery domains, comprehensive and expressive language, in addition to important variations in emotional skills, such as the recognition and expression of emotions.

引用

页码：7 / 21

页数：15

共 21 条

[1]

[Anonymous], 1963, Psicologia de la conducta

[2] Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction [J].